The Effect of Training Self-Management, Attention Behaviors, and Motivational Behaviors on Reducing Anxiety and Stress of Selecting a University Major in Students

Neda Askarshahi; Negar Ghanbari; Elham Shabannejad Chenani; Mahlagha Toloue Asghari; Hanie Almasian

doi:10.61838/kman.ijecs.6.1.17

Authors

Neda Askarshahi Department of Psychology, Karaj Branch, Islamic Azad University, Alborz, Iran. Author https://orcid.org/0009-0008-9905-0003
Negar Ghanbari Department of Counseling, Faculty of Literature and Humanities, Shahrekord State University, Chaharmahal and Bakhtiari, Iran. Author https://orcid.org/0009-0007-2179-9682
Elham Shabannejad Chenani Department of Psychology, Rasht Branch, Islamic Azad University of Rasht, Iran. Author https://orcid.org/0009-0004-9751-7811
Mahlagha Toloue Asghari Department of Counseling, Roudehen Branch, Islamic Azad University, Tehran, Iran. Author https://orcid.org/0009-0000-7934-3273
Hanie Almasian Department of the Psychology and Education of Exceptional Children, Islamic Azad University, Central Tehran Branch, Islamic Azad University, Tehran, Iran. Author https://orcid.org/0009-0001-6616-7079

DOI:

https://doi.org/10.61838/kman.ijecs.6.1.17

Keywords:

Self-Management Training, Attention Behaviors, Motivational Behaviors, anxiety, Stress, Students

Abstract

Purpose: Choosing to pursue further education and selecting a specific field of study after completing high school is a crucial decision that can bring about a significant amount of stress and anxiety for individuals. The main objective of this study is to explore how training self-management techniques for attention and motivation can help reduce the anxiety and stress associated with choosing a university major among students. Methods and Materials: The purpose of the current study was to apply semi-experimental methods, including pre-test, post-test, follow-up, control group, and two experimental groups. The research focused on male and female students majoring in mathematics, experimental sciences, and humanities in Tehran in 2023. The initial sample size was 37 individuals chosen through purposive sampling. Educational programs were conducted for a total of four sessions in one week, with each session lasting 45 minutes. The study utilized Beck Anxiety Inventory (BAI) and Perceived Stress Questionnaire (PSQ) as measurement tools. Data analysis was conducted with SPSS version 27 and JASP version 0.18.1.0 software, utilizing the Kruskal-Wallis H test, repeated measure ANCOVA, and Bonferroni's Post Hoc Test at a P-value of 0.05. Findings: During the follow-up and post-test phases of the study, there was a significant difference in stress levels between the group that focused on self-management of attentional behaviors and the control group (P<0.001). Similarly, there was a significant variation in the Stress variable between the Self-management of motivational behaviors group and the Control group across all phases (P<0.05). A noticeable distinction was found in the level of Anxiety between the experimental groups (Self-management of attentional behaviors and motivational behaviors) and the control group (P<0.001), with no significant difference observed within the experimental groups at different stages (P >0.05). Conclusion: The findings of this study demonstrated that utilizing attention self-management training and motivational behavior self-management training could be effective in helping students alleviate anxiety and stress.