Zahra Amini - Assistant Professor. Department of Community and Family Medicine, School of Medicine, Isfahan University of Medical Sciences, Isfahan, Iran. Corresponding authors

Objective: present study aimed to investigate the impact of the cognitive-behavioral group therapy approach on academic motivation of Afghan students living in Iran.Methods: ۶۰ students were selected and divided into two control and experiment groups (each with ۳۰ subjects). Academic motivation questionnaire was used in both pre-and post-test phases to collect data. The intervention group received eight ۹۰-minute sessions (once per week) of face-to-face training.Results: cognitive-behavioral group therapy increased academic achievement (۵۷%), exemplariness (۲۱%), adoration (۱۹%), social interest (۱۷%), social power (۱۹%), effort (۱۸%), and academic motivation in general (۲۸%) in intervention group. While no association was found between the intervention and interest in doing homework, competitiveness, and obtaining continuity.Conclusion: This study demonstrated that cognitive-behavioral group therapy could impact academic motivation among Afghan female students.

Cognitive Behavioral Group Therapy, Academic Motivation, Afghan Female High School Students