The Effectiveness of Cognitive Behavioral Training on Reducing Alienation Students

Abstract

Objective: This study aimed to investigate the effectiveness of Cognitive Behavioral Training in reducing psychological alienation students.

Methods and Materials: A semi-experimental design with pretest, posttest, and a two-month follow-up along with a control group was employed. The sample consisted of 72 graduate mechanical engineering students selected through convenience sampling and randomly assigned to an experimental group and a control group (36 participants per group). Data were collected using the Seeman Alienation Scale, and statistical analyses were performed using univariate and multivariate ANCOVA in SPSS version 26.

Findings: The results indicated a significant difference between the groups in the posttest phase (F = 72.27, p < 0.001, η² = 0.504), with the experimental group showing a substantial reduction in alienation compared with the control group. Follow-up analysis confirmed the stability of the intervention effect (F = 40.68, p < 0.001, η² = 0.364). Adjusted mean comparisons also supported the effectiveness of the intervention across both assessment stages.

Conclusion: Cognitive Behavioral Training significantly and sustainably reduced psychological alienation among students, suggesting its value as an evidence-based intervention for university counseling centers and student support programs.