The Effectiveness of Cognitive Behavioral Therapy on Intelligence Beliefs and Working Memory in Female Students

The purpose of this study was to determine the effectiveness of cognitive-behavioral therapy training on the beliefs and working memory of primary school students.

The study population consisted of all elementary school girl students in Tehran. The method of sampling was stepwise cluster sampling. The sample size was selected based on previous studies. In the present study, the cognitive-behavioral skills training package and the two questionnaires of intelligence beliefs and working memory were used.

The results showed that the post-test scores of working memory in the experimental and control groups were significantly different with the pre-test scores, and the rate The effect of teaching cognitive-behavioral skills on increasing work memory and IQs. Other results showed that the difference in mean of IQ beliefs between the experimental and control groups in the post-test was statistically significant.

The difference between the scores of the experimental group and the control or size of the effect of the educational method was also. Teaching cognitive-behavioral skills helps female students to transfer their individual beliefs from an intrinsic domain to an incremental domain, and individuals can increase their workload by increasing positive beliefs.