The effectiveness of cognitive behaviour therapy on social and academic adjustment among Jordan female secondary school students in Jordan

The effectiveness of cognitive behaviour therapy on social and academic adjustment among Jordan female secondary school students in Jordan

Cognitive Behaviour Therapy (CBT) as a counselling intervention in education has shown positive evidence in solving some of the school problems such as school adjustment, academic functioning and academic success among adolescent students. However, there is a dearth of CBT application in relation to...

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Main Author: Al-Mseidin, Kholoud Imhammad Meqbel
Format: Thesis
Language:eng
eng
Published: 2019
Subjects:
LB1603 Secondary Education
High schools
Online Access:https://etd.uum.edu.my/8165/1/s95762_01.pdf
https://etd.uum.edu.my/8165/2/s95762_02.pdf
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id my-uum-etd.8165
record_format uketd_dc
institution Universiti Utara Malaysia
collection UUM ETD
language eng
eng
advisor Fauzee, Mohd Sofian Omar
Kaur, Amrita
topic LB1603 Secondary Education
High schools
spellingShingle LB1603 Secondary Education
High schools
Al-Mseidin, Kholoud Imhammad Meqbel
The effectiveness of cognitive behaviour therapy on social and academic adjustment among Jordan female secondary school students in Jordan
description Cognitive Behaviour Therapy (CBT) as a counselling intervention in education has shown positive evidence in solving some of the school problems such as school adjustment, academic functioning and academic success among adolescent students. However, there is a dearth of CBT application in relation to social and academic adjustment. The current study tested the relevance of CBT to Jordanian adolescent students that accords with the Jordanian educational counselling reforms. The study aims to investigate the effectiveness of CBT on social and academic adjustment among Jordanian adolescent students. The research used a quasi-experimental non-equivalent group design involving 68 female secondary school students. The experimental group underwent a CBT intervention for eight sessions (45 minutes each) in a regular classroom setting aided by a trained counsellor. Whereas, the control group used Regular School Counselling Program for the same amount of time in a regular classroom setting. Data were gathered for pre-test and post-test using SA-Scale by Fudah (2008) and AA-Scale by Nassar (2010) for the variables (social and academic adjustment). The pilot study confirmed the reliability of the questionnaire. A one-way ANCOVA in the post-test revealed that the experimental group shows better significant results compared to the control group for all variables. The significant mean differences were observed between the pre-test and the post-test for the experimental group for social adjustment based on SA-Scale, and between the means of the pre-test and the post-test for the experimental group for academic adjustment based on AA- Scale. The findings have supported the use of CBT in educational counselling which could increase the levels of social and academic adjustment. This study recommends that CBT techniques are updated regularly and conducted consistently to enhance social and academic adjustment among adolescent students.
format Thesis
qualification_name Doctor of Philosophy (PhD.)
qualification_level Doctorate
author Al-Mseidin, Kholoud Imhammad Meqbel
author_facet Al-Mseidin, Kholoud Imhammad Meqbel
author_sort Al-Mseidin, Kholoud Imhammad Meqbel
title The effectiveness of cognitive behaviour therapy on social and academic adjustment among Jordan female secondary school students in Jordan
title_short The effectiveness of cognitive behaviour therapy on social and academic adjustment among Jordan female secondary school students in Jordan
title_full The effectiveness of cognitive behaviour therapy on social and academic adjustment among Jordan female secondary school students in Jordan
title_fullStr The effectiveness of cognitive behaviour therapy on social and academic adjustment among Jordan female secondary school students in Jordan
title_full_unstemmed The effectiveness of cognitive behaviour therapy on social and academic adjustment among Jordan female secondary school students in Jordan
title_sort effectiveness of cognitive behaviour therapy on social and academic adjustment among jordan female secondary school students in jordan
granting_institution Universiti Utara Malaysia
granting_department Awang Had Salleh Graduate School of Arts & Sciences
publishDate 2019
url https://etd.uum.edu.my/8165/1/s95762_01.pdf
https://etd.uum.edu.my/8165/2/s95762_02.pdf
_version_ 1747828340703625216
spelling my-uum-etd.81652022-02-16T01:44:06Z The effectiveness of cognitive behaviour therapy on social and academic adjustment among Jordan female secondary school students in Jordan 2019 Al-Mseidin, Kholoud Imhammad Meqbel Fauzee, Mohd Sofian Omar Kaur, Amrita Awang Had Salleh Graduate School of Arts & Sciences Awang Had Salleh Graduate School of Arts & Sciences LB1603 Secondary Education. High schools Cognitive Behaviour Therapy (CBT) as a counselling intervention in education has shown positive evidence in solving some of the school problems such as school adjustment, academic functioning and academic success among adolescent students. However, there is a dearth of CBT application in relation to social and academic adjustment. The current study tested the relevance of CBT to Jordanian adolescent students that accords with the Jordanian educational counselling reforms. The study aims to investigate the effectiveness of CBT on social and academic adjustment among Jordanian adolescent students. The research used a quasi-experimental non-equivalent group design involving 68 female secondary school students. The experimental group underwent a CBT intervention for eight sessions (45 minutes each) in a regular classroom setting aided by a trained counsellor. Whereas, the control group used Regular School Counselling Program for the same amount of time in a regular classroom setting. Data were gathered for pre-test and post-test using SA-Scale by Fudah (2008) and AA-Scale by Nassar (2010) for the variables (social and academic adjustment). The pilot study confirmed the reliability of the questionnaire. A one-way ANCOVA in the post-test revealed that the experimental group shows better significant results compared to the control group for all variables. The significant mean differences were observed between the pre-test and the post-test for the experimental group for social adjustment based on SA-Scale, and between the means of the pre-test and the post-test for the experimental group for academic adjustment based on AA- Scale. The findings have supported the use of CBT in educational counselling which could increase the levels of social and academic adjustment. This study recommends that CBT techniques are updated regularly and conducted consistently to enhance social and academic adjustment among adolescent students. 2019 Thesis https://etd.uum.edu.my/8165/ https://etd.uum.edu.my/8165/1/s95762_01.pdf text eng public https://etd.uum.edu.my/8165/2/s95762_02.pdf text eng public phd doctoral Universiti Utara Malaysia Abdalfahim, A. (2012). The effectiveness of cognitive behavioral program in reducing attention deficit disorder in a sample of primary school children. 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