Effectiveness of a group intervention based on cognitive–behavioral approach on the levels of ambiguity tolerance, distress tolerance, and academic achievement motivation in students

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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Bibliographic Details
Main Authors: Negar Sharafi Nashtban, Reza Aghajani, Somaieh Salehi
Format: Article
Language:English
Published: Wolters Kluwer Medknow Publications 2025-02-01
Series:Journal of Education and Health Promotion
Subjects:
academic success
cognition
male
motivation
schools
students
Online Access:https://journals.lww.com/10.4103/jehp.jehp_1794_23
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