The impact of cognitive behavioral therapy (CBT) on compatibility dimensions, academic achievement, and smoking cessation

This study examines the efficacy of Cognitive Behavioural Therapy (CBT) in enhancing compatibility dimensions (personal and emotional, health and physical, family, and social), reducing smoking behaviour, and its indirect impact on academic achievement among university students. Employing a longitudinal, quasi-experimental design, the research engaged 39 students at Al-Isra University who underwent CBT sessions, with assessments conducted at four intervals: pre-treatment, immediately post-treatment, and at one- and three-month follow-ups. Findings reveal that CBT significantly improved compatibility dimensions across all categories, affirming its potential to ameliorate personal and emotional well-being, physical health, and social and family dynamics. Concurrently, a marked reduction in smoking behaviour was observed, highlighting CBT's efficacy in smoking cessation. Contrary to expectations, enhancements in compatibility dimensions did not translate into measurable changes in academic achievement within the study's timeframe, suggesting the complexity of factors influencing academic performance. These outcomes underscore the multifaceted benefits of CBT in fostering well-being among university students and advocate for the integration of holistic psychological interventions within student support services. However, the lack of a direct correlation between compatibility improvements and academic success calls for a broader approach to enhancing student performance, encompassing academic and institutional support mechanisms alongside psychological interventions. This research contributes to the understanding of CBT's broad-spectrum benefits, emphasizing the need for comprehensive support strategies that address the psychological, social, and academic dimensions of student life. Future studies are encouraged to explore the long-term effects of CBT on academic outcomes and to examine the interplay of contextual and institutional factors in students' academic success.