عنوان مقاله [English]
Aim: This study compared the effectiveness of social cognitive career counseling with acceptance and commitment counseling on buoyancy and self-efficacy in ninth-grade female students. Methods: The research design was semi-experimental with a control group and consisted of three phases: Pretest, Posttest, and a two-month follow-up. The population consisted of ninth-grade female students of district 2 in Isfahan, Iran (250 individuals) in the fall of 2019. Sixty female students were identified from the statistical population-based on entre criteria from 3 randomly selected schools and randomly assigned to three groups (two experimental groups and one control group, 20 individuals in each group). The Buoyancy Questionnaire (Dehghanizadeh & Hosseinchari, 2012) and the Self-Efficacy Questionnaire (McIlroy & Bunting, 2001) were used for the pre-test, post-test, and follow-up. Cognitive-social career counseling and acceptance and commitment counseling were conducted in six sessions of 75 minutes duration (one session per week). Data were analyzed using standard deviation and mean analysis of variance and Bonferroni post hoc test. Result: The results showed a significant difference between the cognitive-social career counseling and the acceptance and commitment counseling with the control group regarding upliftment and self-efficacy. There was no significant difference between cognitive-social career counseling and acceptance and commitment counseling regarding upliftment and self-efficacy (p > 0.05). Conclusion: The results suggest that the two counseling approaches used in the present study can promote self-confidence and self-efficacy in ninth-grade female students.