The effectiveness of cognitive skills training based on stress reduction on students’ night homework anxiety

Introduction: The present study aimed to evaluate the effectiveness of teaching cognitive skills based on stress reduction on students night homework anxiety. Materials and Methods: The statistical population of this study included all elementary students of the second period of Khorasan Razavi province who had homework anxiety. 24 of them (experimental and control groups) were selected by purposeful method. For data collection, the problem scale of the homework for children at the ANCCO and colleagues (HPC) was used. After performing the pre-test, the intervention of cognitive skills training was presented to the experimental group in format of eight 45 minute- sessions. At the end of the intervention, two groups were evaluated in post-test phase. Covariance analysis was used to analyze the data. Results: The results show that after controlling the pre-test, the difference between the pre-test and post-test scores of the two groups was significant for homework anxiety, and the mean scores of the experimental group was significantly less than the control group (0.45, ETA, P 0.05, F=17.26). The effect of this intervention on night homework anxiety is 0.45. Conclusion: According to the results, it seems that the training of cognitive skills based on stress reduction is effective on students´ night homework anxiety.