Abstract:
Academic performance and success is an important component of student’s life since it typically influences future opportunities and accomplishments. As a result, it is critical for students to have effective ways for dealing with academic worry, increasing academic self-efficacy, and resolving study-relationships conflicts. This study examines the effect of cognitive behavior therapy (CBT) on academic worry, academic self-efficacy and study-relationships conflicts of medical college students. Student Worry Questionnaire-30 (SWQ), Academic Self-Efficacy Scale (ASES) and Study-Relationships Conflict Scale (SRCS), scales were utilized. The sampling technique used is non-probability convenient sampling. Results of the study at post-intervention supported the hypothesis of the study that cognitive behavior therapy (CBT) has a positive impact in the reduction of academic worry of medical college students, hence drop in student’s academic worry surges their academic self-efficacy and resolves their study-relationships conflicts. This study has some limitations which are also discussed along with future recommendations later in the chapters.
