The Effectiveness of Cognitive-Behavioral Therapy on Academic Resilience, Perceived Social Support, and Attachment Styles among High School Students in Shahed School,

Document Type : Original Article

Authors

1 Master Student in School Counseling, Department of Counseling, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran.

2 Professor, Department of Counseling, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran.

3 PhD Student in Counseling, Department of Counseling, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran.

Abstract

This study aimed to determine the effectiveness of cognitive-behavioral therapy (CBT) on academic resilience, perceived social support, and attachment styles in high school students at the Shahid School in Baneh County. The research method was quasi-experimental with a pre-test–post-test design and a control group. The sample consisted of 30 high school students from the Shahid School in Baneh County during the 2024-2025 academic year, who were randomly assigned to experimental and control groups. The experimental group received 8 sessions of 90-minute group CBT. The data collection instruments included the Academic Resilience Scale by Samuels, the Perceived Social Support Scale by Zimet, and the Adult Attachment Scale. The data were analyzed using Multivariate Analysis of Covariance (MANCOVA) and SPSS software version 25. The results of the MANCOVA indicated that CBT had a significant effect on increasing academic resilience, perceived social support (in the components of friends, family, and significant others), and improving attachment styles (closeness, anxiety, and avoidance) (p<0.01). The F values and effect size (η²) for all variables and components at the 0.01 significance level confirmed the effectiveness of the intervention. The results of this study showed that CBT significantly improved academic resilience, perceived social support, and attachment styles in students. Therefore, these findings could serve as a basis for designing intervention programs aimed at strengthening resilience and social support in students, as well as improving attachment relationships in educational settings.

Keywords

Main Subjects

References

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Military Psychology
Volume 16, Issue 4 - Serial Number 64
Winter Quarterly
February 2026
Pages 91-115

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History

  • Receive Date: 30 April 2025
  • Revise Date: 28 December 2025
  • Accept Date: 15 February 2026

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