Journal of Applied Psychological Research
The effectiveness of Acceptance and Commitment Therapy (ACT) on Academic Belief, Emotional Regulation, Academic Self-Efficacy and Academic Adjustment
Document Type : Research Paper
Authors
1 Department of Psychology, Faculty of Humanities, North Tehran Branch, Islamic Azad University, Tehran, Iran.
2 Assistant Professor, Department of Psychology, Faculty of Humanities, North Tehran Branch, Islamic Azad University, Tehran, Iran.
3 Department of Educational Sciences, Faculty of Social and Cultural Sciences, Imam Hossein Comprehensive University, Tehran, Iran.
Abstract
The objective of the current investigation was to evaluate the efficacy of Acceptance and Commitment Therapy (ACT) on academic belief, emotional regulation, academic self-efficacy and academic adjustment in male students of the second secondary school in Ilam town. The present investigation was an experimental type with a pre-test-post-test design with a control group. The statistical population of this research comprised all male high school students in Ilam town during the 2020-2021 academic year. A sample of 30 students was selected using the one-stage cluster random sampling method and randomly assigned to two groups. The protocols developed by Hayes and Strosahl (2016) and Dosti et al. (2017) were used to alter the content of the sessions. Vallerand et al.’s Academic Belief Scale (ABS) (1992), Gross and John’s Emotion Regulation Questionnaire (ERQ) (2003), Schwarzer & Jerusalem’s General Self-Efficacy Scale (GSE) (1984), and Baker & Siryk’s Academic Adjustment Scale (AAS) (1984) comprised the research instruments. Data were analyzed using multiway analysis of covariance in SPSS-21 software. According to the findings, the experimental group and the control group exhibit a substantial disparity in the dependent variables (academic belief, emotional regulation, academic self-efficacy, and academic adjustment) (P<0.001). This training enhances academic confidence, cognitive re-evaluation, academic self-efficacy, and academic adaptation, as well as reduces emotional inhibition in students, as indicated by the findings of this research.
Keywords
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Volume 16, Issue 3
October 2025Pages 229-249
- Receive Date: 26 November 2022
- Revise Date: 02 February 2023
- Accept Date: 19 February 2023
- First Publish Date: 12 May 2025
- Publish Date: 23 September 2025