Academic performance, cognitive behavioral therapy, social anxiety, students

The purpose of this research was to determine the effectiveness of cognitive-behavioral therapy on social anxiety and academic performance of elementary school students. The present study was a semi-experimental study with a pre-test-post-test design and a control group. The statistical population of the research included all elementary school boys studying in the school year 2020-2021 in the schools of the 6th education region of Tehran. The research sample consisted of 30 people who were selected by purposive sampling and randomly assigned to two experimental and control groups (15 people in each group). The social anxiety scale (less-sr) by Leibowitz (1987) and the academic performance questionnaire (EPT) by Pham and Taylor (1999) were used to collect data. The data was analyzed using multivariate covariance analysis. The results showed that by controlling the effect of the pre-test, there is a significant difference (p<0.05) between the post-test of the experimental and control groups in social anxiety and academic performance. Therefore, it can be said that the cognitive-behavioral method is one of the effective methods in improving academic performance and reducing the social anxiety of elementary school students.