Effectiveness of a group intervention based on cognitive–behavioral approach on the levels of ambiguity tolerance, distress tolerance, and academic achievement motivation in students
BACKGROUND: Students who are about to take their final-year college entrance examinations experience considerable worries and psychological stress. Enhancing ambiguity tolerance, distress tolerance, and academic achievement motivation during this period can greatly contribute to their psychological...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Wolters Kluwer Medknow Publications
2025-02-01
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| Series: | Journal of Education and Health Promotion |
| Subjects: | |
| Online Access: | https://journals.lww.com/10.4103/jehp.jehp_1794_23 |
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