Rooyesh-e- Ravanshenasi Journal(RRJ)

This study aimed to determine the effectiveness of transactional analysis Therapy (TAT) on coping strategies and self-esteem of female students with Classroom Anxiety. The research method employed a quasi-experimental design with a pre-test and post-test, and included a control group. The statistical population consisted of female high school students in Khorramabad during the 2025 academic year. The research sample consisted of 30 individuals, divided into experimental and control groups (15 individuals in each group), selected through purposive sampling. The experimental group underwent 8 90-minute sessions of exchange analytic therapy protocol, while the control group received no intervention. Data were collected using the Coping with Stressful Situations Questionnaire (CISS, Endler & Parker, 1990), the Self-Esteem Questionnaire (SEI, Coopersmith, 1967), and the Classroom Anxiety Questionnaire (CAM, Richmond, 1998). Data analysis using multivariate analysis of covariance showed that, after controlling for the pretest effect, there was a significant difference between the mean posttest of coping strategies, self-esteem, and classroom anxiety in the experimental and control groups (P<0.001), and the transactional analysis Therapy was effective in increasing the subscales of coping strategies (problem-solving strategy, emotion-focused strategy, avoidance strategy) and self-esteem and reducing classroom anxiety (P<0.001). These findings confirm the effectiveness of this treatment method in improving coping strategies, increasing self-esteem, and reducing classroom anxiety.