Effectiveness Of Cognitive Behavioral Therapy (CBT) For Managing Academic Worry Among Third Year Medical Students: A Feasibility Study

Abstract

Background: Academic performance and success are crucial components of a student’s life, as they often shape future opportunities and accomplishments. As a result, students must have effective ways of dealing with academic worry, increasing academic self-efficacy, and resolving study-relationships conflicts. Objective: This study examines the effect of cognitive behavior therapy (CBT) on academic worry, academic self-efficacy, and study-relationships conflicts among medical college students. Methods: The study utilizes a small n pre-post research design. Five students were selected through a convenience sampling technique by a study advertisement on social media. Student Worry Questionnaire-30 (SWQ), Academic Self-Efficacy Scale (ASES), and Study-Relationships Conflict Scale (SRCS) scales were utilized. Findings: The results of the study, following the intervention, supported the study hypothesis that cognitive behavior therapy (CBT) reduces medical students’ academic worry. A decrease in students’ academic worry improves their academic self-efficacy and resolves their study-related conflicts. This study has some limitations, which are also discussed, and recommendations for future research are also shared.