Impacts of Positive Psychotherapy Compared to Cognitive Behavioral Therapy on Academic Rumination and Stress of Female Gifted Students

Document Type : Original Article

Authors

1 Ph.D student in Educational Psychology, Faculty of Humanities, Lorestan University, Khoramabad, Iran.

2 Assistant professor of psychology, Faculty of Humanities, Lorestan University, Khoramabad, Iran.

3 Associate professor of psychology, Faculty of Humanities, Lorestan University, Khoramabad, Iran

4 Associate professor of psychology, Faculty of Humanities, Lorestan University, Khoramabad, Iran.

Abstract

Introduction: Stress and academic rumination have been among the most prevalent problems in  gifted students. This study was aimed to compare the effectiveness of positive psychotherapy and behavioral cognitive therapy on academic rumination and stress of these students.
Method: A randomized controlled trial design was selected for the study and among statistical population including the  femal gifted  high-school students  in Khorramabad city, a total sample of 45 gifted students were choosen  purposefully according to inclusion/ exclusion criteria. Three groups constituted in which  the first and second experimental groups were subjected to interventions for 8 sessions, while control group receive no intervention. Data were analyzed using covariance analysis.
Results: Results showed that interventions significantly reduced the  academic rumination and academic stress of experimental groups compared to the control group.
Conclusion: Two interventions can be used as effective ways in order to reduce academic rumination and stress in gifted students.

Keywords

References

 
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History

  • Receive Date: 03 March 2019
  • Revise Date: 01 June 2019
  • Accept Date: 11 September 2019

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