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year 14, Issue 11 (Winter B 2026 2026)
Rooyesh 2026, 14(11): 251-260 |
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Rostamzadeh S, Babakhani V, Pouyamanesh J, Alijani F. (2026). Comparing the effectiveness of solution-focused approach and cognitive-behavioral approach on self-efficacy in adolescent girls. Rooyesh. 14(11), 251-260.
URL: http://frooyesh.ir/article-1-6306-en.html
URL: http://frooyesh.ir/article-1-6306-en.html
1- PhD Candidate, Department of Counseling, Ab.C., Islamic Azad University, Abhar, Iran.
2- Assistant Professor, Department of Counseling, Ab.C., Islamic Azad University, Abhar, Iran. ,Vahideh_Babaxan@iau.ac.ir
3- Assistant Professor, Department of Psychology, Ab.c., Islamic Azad University, Abhar, Iran.
4- Assistant Professor, Department of Counseling, Ab.C., Islamic Azad University, Abhar, Iran.
2- Assistant Professor, Department of Counseling, Ab.C., Islamic Azad University, Abhar, Iran. ,
3- Assistant Professor, Department of Psychology, Ab.c., Islamic Azad University, Abhar, Iran.
4- Assistant Professor, Department of Counseling, Ab.C., Islamic Azad University, Abhar, Iran.
Abstract: (14 Views)
The present study aimed to compare the effectiveness of the solution-focused approach and the cognitive-behavioral approach on self-efficacy in adolescent girls. This research employed a quasi-experimental method with a pretest-posttest design, including a control group and a three-month follow-up period. The statistical population consisted of seventh-grade female students in Tehran in the academic year 2024-2025. A total of 45 students were selected from girls’ schools in Tehran using multi-stage cluster sampling and were randomly assigned to two experimental groups (15 students each) and one control group (15 students). Data were collected using the Self-Efficacy Questionnaire Sherer et al, (1982, GSE). The experimental groups participated in either 11 sessions of 60 minutes based on Grant’s solution-focused approach or 8 sessions of 90 minutes based on Hazlett-Stevens’ cognitive-behavioral approach. Data were analyzed using repeated measures analysis of variance. The findings showed that there was a significant difference in self-efficacy between the pre-test and post-test means of the three groups (p < 0.01). In addition, no significant difference was observed between the post-test and follow-up of the groups (p < 0.01). Also, there was no significant difference in self-efficacy between the post-test means of the two experimental groups (p < 0.01). Based on these findings, it can be concluded that there was no difference in the effectiveness of the two interventions on girls’ self-efficacy.
Type of Article: Research |
Subject:
counseling
Received: 2025/05/19 | Accepted: 2025/08/23 | ePublished: 2026/02/1
Received: 2025/05/19 | Accepted: 2025/08/23 | ePublished: 2026/02/1
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