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Volume 8, Issue 2 (2020)
Health Educ Health Promot 2020, 8(2): 101-105 |
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History
Received: 2020/06/5 | Accepted: 2020/07/11 | Published: 2020/08/5
Received: 2020/06/5 | Accepted: 2020/07/11 | Published: 2020/08/5
How to cite this article
Torfayeh M, Esmaeili M, Pourabadei P, Yazdani M. Effectiveness of Metacognitive Therapy on Psychological Hardiness of Students. Health Educ Health Promot 2020; 8 (2) :101-105
URL: http://hehp.modares.ac.ir/article-4-43421-en.html
URL: http://hehp.modares.ac.ir/article-4-43421-en.html
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1- Department of Psychology, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran
2- Department of Psychology, Faculty of Literature and Humanities, Lorestan University, Khorramabad, Iran
2- Department of Psychology, Faculty of Literature and Humanities, Lorestan University, Khorramabad, Iran
Abstract (3532 Views)
Aims: The aim of the present study was to determine the effectiveness of metacognitive therapy on the psychological hardiness of students referring to the Student Counseling Center of Shahreza University in 2016-2017.
Materials & Methods: The present study was a quasi-experimental research with pre-test-post-test design and follow-up with the control group. In this study, 34 subjects were selected by simple random sampling and were divided into two groups of control and experiment. The experimental group received an 8-session course of metacognitive therapy, and both groups answered a pre-test and post-test Kobasa’s Psychological Hardiness Questionnaire, followed by 4 weeks of follow-up.
Findings: There is a significant difference between the two experimental and control groups in the three stages of pre-test, post-test, and follow-up in the psychological hardiness variable (p= 0.001).
Conclusion: Metacognitive therapy helps to improve and enhance psychological hardiness in students and is a good way to increase the level of this positive trait.
Materials & Methods: The present study was a quasi-experimental research with pre-test-post-test design and follow-up with the control group. In this study, 34 subjects were selected by simple random sampling and were divided into two groups of control and experiment. The experimental group received an 8-session course of metacognitive therapy, and both groups answered a pre-test and post-test Kobasa’s Psychological Hardiness Questionnaire, followed by 4 weeks of follow-up.
Findings: There is a significant difference between the two experimental and control groups in the three stages of pre-test, post-test, and follow-up in the psychological hardiness variable (p= 0.001).
Conclusion: Metacognitive therapy helps to improve and enhance psychological hardiness in students and is a good way to increase the level of this positive trait.
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