Effects of Group Counseling Based on Cognitive Behavioral Theory on Academic Adaptation Among Pre-Service Teachers
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Abstract
This research was a quasi-experimental pretest-posttest control-group design with follow-up aimed at examining the effects of group counseling based on cognitive behavioral theory on the academic adaptation of pre-service teachers. The sample consisted of 20 first-year undergraduate students from the Faculty of Education, Burapha University, whose academic adaptation scores were at or below the 25th percentile. The researcher used simple random assignment via lottery draw to allocate the participants into an experimental group (n = 10) and a control group (n = 10). The research instruments consisted of 1) an academic adaptation questionnaire with an overall reliability coefficient of .875, and 2) a group counseling program based on cognitive behavioral theory. The experimental group participated in 10 group counseling sessions, each lasting 75 minutes. Data were collected at three phases: pre-test, post-test, and a 2-week follow-up after the intervention. The statistics used for data analysis included mean, standard deviation, two-way repeated measures ANOVA, and pairwise comparisons using the Bonferroni method.
The results revealed that: 1) the pre-service teachers in the experimental group had significantly higher academic adaptation scores at the post-test phase than at the pre-test phase (MD = 23.40, p < .001), as well as at the follow-up phase compared to the pre-test phase (MD = 20.30, p < .001) at the .05 level, and 2) the pre-service teachers in the experimental group had significantly higher academic adaptation scores than the control group at both the post-test phase (MD = 22.20, p < .001) and the follow-up phase (MD = 18.20, p = .001) at the .05 level of significance.
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References
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