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Volume 25, Issue 4 (Winter 2024)
Advances in Cognitive Sciences 2024, 25(4): 33-47 |
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Kamran F, Abbasi G, Hassanzadeh R. The effectiveness of cognitive-behavioral therapy on life satisfaction, future anxiety, and perceived stress in gifted students. Advances in Cognitive Sciences 2024; 25 (4) :33-47
URL: http://icssjournal.ir/article-1-1657-en.html
URL: http://icssjournal.ir/article-1-1657-en.html
1- PhD Student of Psychology, Sari Branch, Islamic Azad University, Sari, Iran
2- Associate Professor, Department of Psychology, Sari Branch, Islamic Azad University, Sari, Iran
3- Professor, Department of Psychology, Sari Branch, Islamic Azad University, Sari, Iran
2- Associate Professor, Department of Psychology, Sari Branch, Islamic Azad University, Sari, Iran
3- Professor, Department of Psychology, Sari Branch, Islamic Azad University, Sari, Iran
Abstract: (1396 Views)
Introduction
Gifted students, characterized by unique qualities, exhibit specific emotional, social, and educational needs, impacting their growth and well-being (1, 2). Challenges faced by gifted individuals include academic underachievement, future anxiety and solitude tendencies, reduced psychological well-being, and diminished life satisfaction and perceived stress levels (4-7).
Life satisfaction, a cognitive evaluation of one’s quality of life, is linked to increased general health, academic success, and student self-regulation (10, 11). Future anxiety, characterized by uncertainty and fear of impending changes, affects gifted students, leading to avoidance of future planning and negative emotional indicators (10, 12).
Contrary to the assumption that highly intelligent students experience less anxiety, research suggests gifted students face heightened fears of failure and future anxiety due to high expectations (13, 14). Stress is more prevalent among high school students, posing a significant public health challenge (16). For various reasons, gifted students experience higher stress levels, requiring further research (18).
Various therapeutic methods have been explored, with cognitive-behavioral therapy (CBT) showing promise. Mahasneh et al. (2022) found that a cognitive-behavioral group counseling program reduced anxiety and future psychological stress in gifted students (22).
This study aims to investigate the effectiveness of cognitive-behavioral training on life satisfaction, future anxiety, and perceived stress in gifted students, addressing whether such training positively impacts their well-being.
Methods
The present study employed a quasi-experimental design with a pretest-posttest control group and follow-up. The statistical population included female-gifted Farzanegan high school students in Mazandaran for the academic year 2022-2023. The initial sample consisted of 187 students in the first and second grades of high school. Thirty participants were voluntarily selected based on inclusion and exclusion criteria, with 15 assigned to the experimental group and 15 to the control group through random allocation.
Before the intervention, participants underwent a pretest measuring life satisfaction, future anxiety, and perceived stress. Subsequently, the experimental group received eight sessions of cognitive-behavioral training, while the control group received no intervention. Posttests were administered to both groups, and a follow-up test was conducted two months after the completion of the training sessions.
The sample size for this research was determined using G*Power software based on an effect size of 0.25, an alpha level of 0.05, and a power of 0.95. Inclusion criteria involved a lack of appropriate psychological well-being based on low scores on the psychological well-being questionnaire, a typical family situation (living with both parents), and willingness to participate in the research. Exclusion criteria included abnormal family situations such as divorce and a conscious unwillingness to participate.
The research instruments included the following measures: 1. Satisfaction with Life Questionnaire (1985) (24), 2. Future Anxiety Scale (1996) (26), and 3. Perceived Stress Questionnaire (1983) (28).
Data were analyzed using descriptive statistical methods, including mean, standard deviation, frequency distribution table, repeated measures analysis of variance, and SPSS-22 software.
Results
The mean age of all participants was 15.67 years, with a standard deviation (1.41). In the experimental group, the mean (standard deviation) age was 15.60 (0.98), and in the control group, it was 15.33 (1.11). The minimum and maximum ages in both groups ranged from 14 to 17. All participants were engaged in education.
Ten participants (66.67%) scored between 19 and 20, and 5 (33.33%) scored between 18 and 19. In the control group, nine participants (60%) scored between 19 and 20, and six (40%) scored between 18 and 19. Additionally, regarding family size, in the experimental group, seven participants (46.67%) had one child, seven participants (46.67%) had two children, and one participant (6.67%) had more than two children. In the control group, seven participants (46.67%) had one child, six participants (40%) had two children, and two participants (13.33%) had more than two children.
Furthermore, the results of the chi-square and independent samples t-test were reported, examining the homogeneity of the experimental and control groups. Since the chi-square value for family size, GPA, and age did not show statistical significance (P>0.05), it can be concluded that the two groups were homogenous in terms of family size, GPA, and age. The independent samples t-test for the age variable also revealed no significant difference between the mean ages of the experimental and control groups (P>0.05), confirming the homogeneity of the two groups.
The results demonstrated that cognitive-behavioral training in the experimental group increased life satisfaction in the posttest and follow-up compared to the pretest (P<0.05). Additionally, the mean scores of future anxiety and perceived stress in the experimental group decreased from the pretest to the posttest and follow-up (P<0.05).
Conclusion
The present study concluded that the application of cognitive behavioral therapy to gifted students has a positive effect on life satisfaction. Similarly, this approach can help reduce future stress and anxiety and prepare students to face life’s challenges. In the educational environment, these results can help organizations and schools formulate their educational programs in such a way that they improve the psychological and social health of students at the same time, in addition to academic advancement. This intervention can be used as a comprehensive and appropriate tool in the process of educating students who are intelligent and sensitive to psychological issues. Moreover, it is recommended to use cognitive behavioral intervention concepts in textbooks such as thinking, psychology, and family management to increase the psychological well-being of gifted students.
Ethical Considerations
Compliance with ethical guidelines
The current study was ethically approved with code IR.IAU.SARI.REC.1401.253 by the Ethics Committee of Biomedical Research at the Islamic Azad University, Sari Branch, and has the clinical trial registration IRCT20230306057632N1. The research process and information were explained to each participant, and they were assured that their information would be confidential and used solely for research purposes. The informed consent form was filled out and signed by the participants, who knew they were not required to participate in the research procedure and might withdraw at any time.
Authors’ contributions
Conceptualization, research design, and resource collection: Fatemeh Kamran and Ghodratollah Abbasi. Execution, writing, and drafting of the article: Fatemeh Kamran. Data analysis and processing: Ramazan Hassanzadeh. Revised and edited: Ghodratollah Abbasi. All authors reviewed and approved the final version of the article.
Funding
No financial assistance has been received from any organization.
Acknowledgments
This research is based on the first author’s PhD dissertation. The researchers extend their gratitude and appreciation to all those who assisted in the completion of this study.
Conflict of interest
The authors declared that they had no conflict of interest in this study.
Gifted students, characterized by unique qualities, exhibit specific emotional, social, and educational needs, impacting their growth and well-being (1, 2). Challenges faced by gifted individuals include academic underachievement, future anxiety and solitude tendencies, reduced psychological well-being, and diminished life satisfaction and perceived stress levels (4-7).
Life satisfaction, a cognitive evaluation of one’s quality of life, is linked to increased general health, academic success, and student self-regulation (10, 11). Future anxiety, characterized by uncertainty and fear of impending changes, affects gifted students, leading to avoidance of future planning and negative emotional indicators (10, 12).
Contrary to the assumption that highly intelligent students experience less anxiety, research suggests gifted students face heightened fears of failure and future anxiety due to high expectations (13, 14). Stress is more prevalent among high school students, posing a significant public health challenge (16). For various reasons, gifted students experience higher stress levels, requiring further research (18).
Various therapeutic methods have been explored, with cognitive-behavioral therapy (CBT) showing promise. Mahasneh et al. (2022) found that a cognitive-behavioral group counseling program reduced anxiety and future psychological stress in gifted students (22).
This study aims to investigate the effectiveness of cognitive-behavioral training on life satisfaction, future anxiety, and perceived stress in gifted students, addressing whether such training positively impacts their well-being.
Methods
The present study employed a quasi-experimental design with a pretest-posttest control group and follow-up. The statistical population included female-gifted Farzanegan high school students in Mazandaran for the academic year 2022-2023. The initial sample consisted of 187 students in the first and second grades of high school. Thirty participants were voluntarily selected based on inclusion and exclusion criteria, with 15 assigned to the experimental group and 15 to the control group through random allocation.
Before the intervention, participants underwent a pretest measuring life satisfaction, future anxiety, and perceived stress. Subsequently, the experimental group received eight sessions of cognitive-behavioral training, while the control group received no intervention. Posttests were administered to both groups, and a follow-up test was conducted two months after the completion of the training sessions.
The sample size for this research was determined using G*Power software based on an effect size of 0.25, an alpha level of 0.05, and a power of 0.95. Inclusion criteria involved a lack of appropriate psychological well-being based on low scores on the psychological well-being questionnaire, a typical family situation (living with both parents), and willingness to participate in the research. Exclusion criteria included abnormal family situations such as divorce and a conscious unwillingness to participate.
The research instruments included the following measures: 1. Satisfaction with Life Questionnaire (1985) (24), 2. Future Anxiety Scale (1996) (26), and 3. Perceived Stress Questionnaire (1983) (28).
Data were analyzed using descriptive statistical methods, including mean, standard deviation, frequency distribution table, repeated measures analysis of variance, and SPSS-22 software.
Results
The mean age of all participants was 15.67 years, with a standard deviation (1.41). In the experimental group, the mean (standard deviation) age was 15.60 (0.98), and in the control group, it was 15.33 (1.11). The minimum and maximum ages in both groups ranged from 14 to 17. All participants were engaged in education.
Ten participants (66.67%) scored between 19 and 20, and 5 (33.33%) scored between 18 and 19. In the control group, nine participants (60%) scored between 19 and 20, and six (40%) scored between 18 and 19. Additionally, regarding family size, in the experimental group, seven participants (46.67%) had one child, seven participants (46.67%) had two children, and one participant (6.67%) had more than two children. In the control group, seven participants (46.67%) had one child, six participants (40%) had two children, and two participants (13.33%) had more than two children.
Furthermore, the results of the chi-square and independent samples t-test were reported, examining the homogeneity of the experimental and control groups. Since the chi-square value for family size, GPA, and age did not show statistical significance (P>0.05), it can be concluded that the two groups were homogenous in terms of family size, GPA, and age. The independent samples t-test for the age variable also revealed no significant difference between the mean ages of the experimental and control groups (P>0.05), confirming the homogeneity of the two groups.
The results demonstrated that cognitive-behavioral training in the experimental group increased life satisfaction in the posttest and follow-up compared to the pretest (P<0.05). Additionally, the mean scores of future anxiety and perceived stress in the experimental group decreased from the pretest to the posttest and follow-up (P<0.05).
Conclusion
The present study concluded that the application of cognitive behavioral therapy to gifted students has a positive effect on life satisfaction. Similarly, this approach can help reduce future stress and anxiety and prepare students to face life’s challenges. In the educational environment, these results can help organizations and schools formulate their educational programs in such a way that they improve the psychological and social health of students at the same time, in addition to academic advancement. This intervention can be used as a comprehensive and appropriate tool in the process of educating students who are intelligent and sensitive to psychological issues. Moreover, it is recommended to use cognitive behavioral intervention concepts in textbooks such as thinking, psychology, and family management to increase the psychological well-being of gifted students.
Ethical Considerations
Compliance with ethical guidelines
The current study was ethically approved with code IR.IAU.SARI.REC.1401.253 by the Ethics Committee of Biomedical Research at the Islamic Azad University, Sari Branch, and has the clinical trial registration IRCT20230306057632N1. The research process and information were explained to each participant, and they were assured that their information would be confidential and used solely for research purposes. The informed consent form was filled out and signed by the participants, who knew they were not required to participate in the research procedure and might withdraw at any time.
Authors’ contributions
Conceptualization, research design, and resource collection: Fatemeh Kamran and Ghodratollah Abbasi. Execution, writing, and drafting of the article: Fatemeh Kamran. Data analysis and processing: Ramazan Hassanzadeh. Revised and edited: Ghodratollah Abbasi. All authors reviewed and approved the final version of the article.
Funding
No financial assistance has been received from any organization.
Acknowledgments
This research is based on the first author’s PhD dissertation. The researchers extend their gratitude and appreciation to all those who assisted in the completion of this study.
Conflict of interest
The authors declared that they had no conflict of interest in this study.
Keywords: Cognitive behavioral therapy, Future anxiety, Gifted students, Life satisfaction, Perceived stress
Type of Study: Research |
Received: 2024/01/21 | Accepted: 2024/04/7 | Published: 2024/04/22
Received: 2024/01/21 | Accepted: 2024/04/7 | Published: 2024/04/22
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