The effectiveness of social cognitive problem solving training on academic self-regulation and coping strategies of students with math anxiety

Document Type : Original Article

Authors

1 Assistant Proffessor, Department of Psychology, Adib Mazandaran Institute of higher education ,Sari, Iran

2 Master's degree student in psychology, Adib Mazandaran Institute of Higher Education, Sari, Iran

3 Assistant Proffessor, Department of Educational Sciences, Adib Mazandaran Institute of higher education, Sari, Iran

4 Department of psychology, Sari Branch, Islamic Azad University, Sari, Iran

Abstract

The aim of the present study was to investigate the effectiveness of social cognitive problem-solving training on academic self-regulation and coping strategies of students with math anxiety. The research design was semi-experimental and pre-test-post-test with a control group. The statistical population includes all the students of the first year of high school in Babol city in the academic year of 2023-2024, who were selected by non-random sampling method, 34 people were selected based on the entry criteria and were replaced in two groups of 17 people, experimental and control. To collect data, Chiu & Henry math anxiety questionnaire (1990), Sevari & Arabzade academic self-regulation (2013) and Lazarus' coping strategies (1985) were used. The social cognitive problem solving training protocol of D’Zurilla et al. (2002) was carried out during 10 sessions of 90 minutes for the experimental group and the data was analyzed using SPSS-24 with multivariate analysis of covariance. The findings showed that there is a simultaneous effectiveness of social cognitive problem-solving training on the variables of academic self-regulation, problem-oriented coping strategy, and emotion-oriented coping strategy (P<0.01,F=47.758)and its simultaneous effect size is 0.84. The results showed that social cognitive problem-solving training not only acted as a key tool in improving students' academic performance, but also led to greater self-regulation and improved coping strategies. These achievements can not only be used as a basis for designing more effective educational programs in dealing with math anxiety problems and future academic challenges, but can also lead to strengthening students' mental and social health.

Keywords

Main Subjects

Learner-based Curriculum and Instruction Journal
Volume 3, Issue 4
January 2025

Files

History

  • Receive Date: 28 November 2024
  • Revise Date: 17 January 2025
  • Accept Date: 18 January 2025

Share

How to cite

Statistics