sepideh younesi

School is one of the most important places where the level of evaluation and perfectionism of pupil is high and is associated with fear of failure, motivational problems, anxiety and low self-esteem. Perfectionism is one of 18 maladaptive schema proposed by Young, but little research has been done on the effect of schema therapy on academic perfectionism. The aim of the present study was to investigate the effectiveness of group schema therapy on reducing academic perfectionism and its components including academic performance, academic anxiety, academic achievement, academic failure and expectations of others in students. This study was a quasi-experimental study of pre-test, post-test and follow-up with a control group. The statistical population included all 10th grade female high school students in Tehran in the academic year of 1397-98. From these individuals, 300 people were randomly selected by cluster sampling method and 30 of them were selected based on inclusion criteria and were randomly divided into two groups of 15 experimental and control. The experimental group received group schema therapy during sixteen one-hour sessions. The research instrument was Rasooli Khorshidi and Bahrami (2016) Academic Perfectionism Questionnaire. SPSS 20 software and analysis of covariance were used to examine the relationship between quantitative variables. In the post-test, there was a significant interaction between the experimental and control groups in terms of academic performance, academic anxiety, academic achievement, academic failure and expectations of others (p <0.05). As a result, group schema therapy can be used to reduce students' academic perfectionism and its components.

According to research, educational stress perception is an effective variable in adolescentschr('39') psychological health. Schema therapy, on the other hand, is one of the third-generation therapies and an appropriate method for treatment of psychological disorders in terms of efficiency and cost. Little research, however, has been carried out on the effectiveness of this treatment on adolescentschr('39') educational stress perception.

The aim of this study was to investigate the effectiveness of group schemas therapy on reducing studentschr('39') educational stress perception. But first, the relationship between the disturbing variable of mothers chr('39')parenting styles and studentschr('39') educational stress perception was examined and controlled.

This study was a quasi-experimental study of pre-test, post-test and follow-up with a control group. The statistical population of the present study included all 10th grade female high school students in Tehran who were studying in the academic year 2018-2019. Among these, 300 students were selected by cluster random sampling method, out of whom 30 students were selected based on inclusion criteria and then randomly divided into two groups of 15 i.e. experimental and control. The experimental group received group schema therapy during sixteen one-hour sessions. The research tools were: Badiavi and Gabriel Educational Stress Perception Questionnaire (2015) and Bamrind Parenting Methods Questionnaire (1991). Analysis of variance with SPSS16 software and repeated measures were used to examine the relationship between quantitative variables.

In the post-test, there was a significant relationship between the two groups of experimental and control in terms of educational stress perception with the control of parenting styles.

The results of the study showed that group schema therapy was effective in reducing studentschr('39') educational stress perception during the period. Therefore, it can be considered as one of the intervention programs at education-related counseling centers.