Thesis:

The Effectiveness of Cognitive Behavioral Therapy on Anxiety and Academic Boredom in Female High School Students in Sheshtamad City, 2025

The present study aimed to investigate the effectiveness of cognitive behavioral therapy on anxiety and academic burnout in female high school students in Sheshtamed city in 2025. This study is an applied research in terms of its purpose and in terms of the method of data collection and analysis, this study is a quasi-experimental study with pre-test-post-test with an unequal control group. The population of the present study consisted of all female high school students in Sheshtamed city in the academic year 2025. The number of these students was 372 students in three grades (10th-11th and 12th) based on the regional education statistics. With the help of the school principal and counselor, after their justification, Spence's (1998) anxiety questionnaire and Pekran, Goetz and Perry's (2002) academic burnout questionnaire were distributed among 70 of them and they were asked to return the questionnaires after 3 days. After returning the questionnaire, 30 people with high anxiety and depression were selected and then divided into two experimental and control groups. Of these 30 students and those with higher scores, 15 students were placed in the experimental group and 15 students in the control group. Cognitive behavioral therapy was performed on the experimental group, and after implementing the protocol again, the questionnaires were distributed between both groups and a comparison was made between them. In this study, data were analyzed using SPSS 28 software. Inferential and descriptive statistics were used to analyze the data. Descriptive statistics were used to examine and compare the mean and standard deviation of variables in the control and experimental groups, and inferential statistics were used to analyze the research hypotheses, which included k-s tests to examine the normality of the research variables and covariance assumptions and covariance tests. According to the results, since the F value in the variables of academic anxiety and boredom is significant at a significance level of 0.01, the null hypothesis is rejected and the research hypothesis is confirmed with 99% confidence. In other words, cognitive behavioral therapy is effective on academic anxiety and boredom, and the eta value shows that 47% of the changes in anxiety and 24% of the changes in academic boredom were due to the effect of education.

Keywords: Keywords: Cognitive behavioral therapy, anxiety, academic boredom.