University of Tabriz Journal of Modern Psychological Researches 2322-3340 15 60 2021 03 20 Effect of Cognitive Behavioral Stress Management on Self-Efficacy and Academic adjustment Female students Effect of Cognitive Behavioral Stress Management on Self-Efficacy and Academic adjustment Female students 76 87 12530 FA MOHAMMAD NABI SALEHI PhD, Clinical Psychology, Psychosocial Trauma Research Center, Ilam University of Medical Sciences, Ilam, Iran. Sara Azadi PhD, Psychology. Department of Psychology, Ilam University, Ilam, Iran MAHMOOD ABBASINEIA PhD Student, Psychology, Department of Psychology, Islamic Azad University, Ilam Branch, Ilam, Iran. Journal Article 2020 10 16 <span style="font-family: New; color: black;">The present study aimed to investigate the effectiveness of cognitive-behavioral stress management on self-efficacy beliefs and academic adjustment of female high school students in Ilam<span dir="RTL" lang="FA">.</span>The research method was experimental and pre-test and post-test with control group. The study population included high school female students in Ilam in 2017-2018 who were selected by random multi-stage cluster method, 30 subjects were randomly assigned to the experimental and control group (15 subjects in each group). The instruments used were Scherer Self-Efficacy Scale (GSES) and Academic Adjustment Scale. Data were analyzed using SPSS-20 software with Multivariate Analysis of covariance<span dir="RTL" lang="FA">.</span>Findings showed a significant difference between the mean post-test scores of the experimental and control groups in self-efficacy (p < .001, F = 191.53) and academic adjustment (p < .002, F = 21.12).  Hence, cognitive-behavioral stress management increased students' self-efficacy and academic adjustment. It can be concluded that in stress management program, relaxation skills, expression, etc. are trained, which increases the feeling of control, self-efficacy, adaptation and social support.</span> <span style="font-family: New; color: black;">The present study aimed to investigate the effectiveness of cognitive-behavioral stress management on self-efficacy beliefs and academic adjustment of female high school students in Ilam<span dir="RTL" lang="FA">.</span>The research method was experimental and pre-test and post-test with control group. The study population included high school female students in Ilam in 2017-2018 who were selected by random multi-stage cluster method, 30 subjects were randomly assigned to the experimental and control group (15 subjects in each group). The instruments used were Scherer Self-Efficacy Scale (GSES) and Academic Adjustment Scale. Data were analyzed using SPSS-20 software with Multivariate Analysis of covariance<span dir="RTL" lang="FA">.</span>Findings showed a significant difference between the mean post-test scores of the experimental and control groups in self-efficacy (p < .001, F = 191.53) and academic adjustment (p < .002, F = 21.12).  Hence, cognitive-behavioral stress management increased students' self-efficacy and academic adjustment. It can be concluded that in stress management program, relaxation skills, expression, etc. are trained, which increases the feeling of control, self-efficacy, adaptation and social support.</span> https://psychologyj.tabrizu.ac.ir/article_12530_baa6e34eebd934df31318acfb1fb4ad1.pdf