Introduction:
The aim of the present study was to compare the effect of self-compassion training and cognitive restructuring training on the self-efficacy of students with test anxiety.
Method:
This was a quasi-experimental study with a pre-test-post-test design with a control and follow-up group. The statistical population was male high school students in Rashtkhar in the academic year 2024-2025, of whom 45 were selected through purposive sampling and randomly assigned to three groups of 15 people, including two experimental groups and a control group. The research instruments included the Friedman Test Anxiety Scale (1997) and the Scherrer General Self-Efficacy Scale (1982), and the experimental groups underwent 8 separate 60-minute sessions of self-compassion and cognitive restructuring training, while the control group did not receive training. The data were analyzed using repeated measures analysis of variance and the Bonferroni post hoc test.
Results:
The results indicated the effectiveness of both self-compassion and cognitive restructuring methods on students' self-efficacy (P<0.001). In this way, both approaches increased students' self-efficacy. And the effectiveness of self-compassion training was greater than cognitive restructuring training both in the post-test and in the follow-up period (P<0.05).
Discussion and Conclusion:
In general, the results indicated that both of these therapeutic approaches can be effective in increasing students' self-efficacy and can be used as two effective methods in empowering students.