The Effect of Cognitive-Behavioral Training on the Academic Achievement of High School Female Students in Isfahan

This study was focused on the effect of cognitive behavioral training on academic achievement of first grade female students in lsfahan high schools. Therefore, 60 female students of Isfahan high schools were selected using the random cluster sampling method and were devided in to two experimental and control groups, each consisting of 30 students. The materials of this study were as follows: teacher-made tests used for assessment of academic achievement of students, and also eight sessions of cognitive behavioral trainings which were provided by the researcher as the independent variable and was confirmed by the High School Prep counselling professors. The research hypothesis was as follows: The cognitive behavioral training improves the academic achievement of first grade female high school students of training group as compared to the control group. The results of analysis of covariance showed that: according to eta coefficient, 29% of individual differences in academic achievement scores for the students could be explained by the effect and this confirmed the research hypothesis (P 0.01). The research results regarding the type of lesson and group interaction revealed that there was no difference between the type of lesson (memorial and nonmemorial).