Journal of Rafsanjan University of Medical Sciences
Volume 25, Issue 4 (7-2026)
JRUMS 2026, 25(4): 345-360 |
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Ethics code: .1404.015
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Mousavi R, Malekshahi F. The Effectiveness of Solution-Focused Therapy Group Training on Anxiety and Academic Performance in Anxious Female Students: A Quasi-Experimental Study. JRUMS 2026; 25 (4) :345-360
URL: http://journal.rums.ac.ir/article-1-7968-en.html
URL: http://journal.rums.ac.ir/article-1-7968-en.html
Abstract: (21 Views)
Background and Objectives: Anxiety is a common childhood emotional problem causing decreased academic performance and mental health issues. Solution-focused therapy (SFT) is an effective short-term intervention for improving children’s cognitive and emotional abilities. This study aimed to determine the effectiveness of SFT group training on the anxiety and academic performance of anxious female fifth-grade students.
Materials and Methods: This quasi-experimental study utilized a pretest-posttest control group design. The population included female fifth-grade students in Qom (2024-2025 academic year). Thirty students were selected using convenience sampling. Following diagnostic interviews and parental consent, they were randomly assigned to the experimental or control group (15 participants per group). The experimental group attended 6 to 8 sixty-minute SFT group sessions, while the control group received no intervention. Instruments included the Multidimensional Anxiety Scale for Children (March et al., 1997) and the Academic Performance Questionnaire (Pham & Taylor, 1999). Data were analyzed using multivariate analysis of covariance (MANCOVA).
Results: Solution-focused therapy group training significantly reduced anxiety (F=20.40, P<0.001, η²=0.44) and improved academic performance (F=6.22, P=0.019, η²=0.19) in the experimental group compared to the control group.
Conclusion: The results of this study indicate that solution-focused therapy group training can be used as an effective intervention to reduce anxiety and enhance the academic performance of anxious students. It is recommended that this intervention should be applied in educational and clinical settings to prevent and reduce children’s emotional problems.
Keywords: Anxiety, Female students, Solution-focused therapy, Academic performance
Funding: This study did not receive any funds.
Conflict of interest: None declared.
Ethical Considerations (Code of Ethics): The Ethics Committee of Islamic Azad University, Kashan branch, approved the study (IR.KAUMS.REC.1404.015).
Authors’ contributions
- Conceptualization: Seyedeh Roghayeh Mousavi, Fatemeh Malekshahi
- Methodology: Seyedeh Roghayeh Mousavi
- Data collection: Seyedeh Roghayeh Mousavi
- Formal analysis: Seyedeh Roghayeh Mousavi
- Supervision: Fatemeh Malekshahi
- Project administration: Fatemeh Malekshahi
- Writing – original draft: Seyedeh Roghayeh Mousavi
- Writing – review & editing: Fatemeh Malekshahi
Materials and Methods: This quasi-experimental study utilized a pretest-posttest control group design. The population included female fifth-grade students in Qom (2024-2025 academic year). Thirty students were selected using convenience sampling. Following diagnostic interviews and parental consent, they were randomly assigned to the experimental or control group (15 participants per group). The experimental group attended 6 to 8 sixty-minute SFT group sessions, while the control group received no intervention. Instruments included the Multidimensional Anxiety Scale for Children (March et al., 1997) and the Academic Performance Questionnaire (Pham & Taylor, 1999). Data were analyzed using multivariate analysis of covariance (MANCOVA).
Results: Solution-focused therapy group training significantly reduced anxiety (F=20.40, P<0.001, η²=0.44) and improved academic performance (F=6.22, P=0.019, η²=0.19) in the experimental group compared to the control group.
Conclusion: The results of this study indicate that solution-focused therapy group training can be used as an effective intervention to reduce anxiety and enhance the academic performance of anxious students. It is recommended that this intervention should be applied in educational and clinical settings to prevent and reduce children’s emotional problems.
Keywords: Anxiety, Female students, Solution-focused therapy, Academic performance
Funding: This study did not receive any funds.
Conflict of interest: None declared.
Ethical Considerations (Code of Ethics): The Ethics Committee of Islamic Azad University, Kashan branch, approved the study (IR.KAUMS.REC.1404.015).
Authors’ contributions
- Conceptualization: Seyedeh Roghayeh Mousavi, Fatemeh Malekshahi
- Methodology: Seyedeh Roghayeh Mousavi
- Data collection: Seyedeh Roghayeh Mousavi
- Formal analysis: Seyedeh Roghayeh Mousavi
- Supervision: Fatemeh Malekshahi
- Project administration: Fatemeh Malekshahi
- Writing – original draft: Seyedeh Roghayeh Mousavi
- Writing – review & editing: Fatemeh Malekshahi
Type of Study: Research |
Subject:
Psychiatry
Received: 2026/04/19 | Accepted: 2026/08/29 | Published: 2026/07/31
Received: 2026/04/19 | Accepted: 2026/08/29 | Published: 2026/07/31
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