The Effectiveness of Self-Efficacy Training in Academic Anxiety and School Bonding of Students

Abstract

Introduction and purpose: Reducing academic anxiety and promoting students' connection with school are considered to be effective factors in the productivity of the educational environment; therefore, the present study was conducted with the aim of determining the effectiveness of self-efficacy training in academic anxiety and students' school connection. Materials and Methods: The current research method was a semi-experimental pre-test-post-test type with a control group. The research population included all the sixth grade elementary school girls of one Bandar Abbas district in the academic year of 2021-2022. 30 qualified people were selected using the available sampling method and were randomly divided into two groups of 15 people (experimental and control); And they answered the academic anxiety questionnaires of Phillips (1978) and Rezaee Sharif et al. People in the experimental group participated in 8 self-efficacy training sessions for four weeks and two one-hour sessions each week, but the control group did not receive any training. SPSS version 22 software and univariate analysis of covariance were used for data analysis. Findings: The results showed that self-efficacy training had a significant effect on reducing academic anxiety and increase school bonding in the experimental group, while this effect was not observed in the control group. Conclusion: The self-efficacy training program can be considered as part of intervention programs at the levels of target groups and the general population of school counseling centers and help to increase the productivity of the educational environment by reducing academic stress and increasing students' school connection.