Mahdi Aghapour; Khadijeh Abolmaali Alhosseini; Aliasghar AsgharNezhadfarid
Abstract
The purpose of this research was to compare the effect of instruction coping stress strategies and help-seeking strategies on academic adjustment. The method of this research was semi-experimental with a control group and pre-test and post-test with one month follow up. The statistical population ...
Read More
The purpose of this research was to compare the effect of instruction coping stress strategies and help-seeking strategies on academic adjustment. The method of this research was semi-experimental with a control group and pre-test and post-test with one month follow up. The statistical population was the girl students of the first high in the 4th district of Tabriz, in 2016-2017. Sixty students were selected based on entry criteria and randomly assigned to 3 groups (two experimental groups and one control group). The two experimental groups, respectively, received instruction on coping stress strategies and help-seeking strategies, each taking 90 minutes, but the control group did not receive any interventions during this period. Both groups were evaluated in the pre-test and post-test and test of follow up with using the Beyers and Goossens’ Academic Adjustment Scale (2002). Data were analyzed by mixed multivariate analysis of covariance. Findings showed that instruction of coping stress strategies and help-seeking significantly increased academic adjustment, but these two methods did not differ significantly from each other. Also, the effects of coping strategies and help-seeking instruction on academic satisfaction were persistent. It is suggested that coping stress and help-seeking strategies be used to increase academic adjustment in high schools by psychologists and counselors.
