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dc.contributor.author | Eisha Kamal, 01-275212-006 | |
dc.date.accessioned | 2023-12-08T04:16:56Z | |
dc.date.available | 2023-12-08T04:16:56Z | |
dc.date.issued | 2023 | |
dc.identifier.uri | http://hdl.handle.net/123456789/16726 | |
dc.description | Supervised by Dr. Rizwana Amin | en_US |
dc.description.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. | en_US |
dc.language.iso | en | en_US |
dc.publisher | Professional Psychology BU E8-IC | en_US |
dc.relation.ispartofseries | MS(CP);T-11205 | |
dc.subject | Handling | en_US |
dc.subject | Academic Worry | en_US |
dc.subject | Cognitive Behavioral Therapy | en_US |
dc.title | Let It Go : Handling Academic Worry Through Cognitive Behavioral Therapy | en_US |
dc.type | Thesis | en_US |