Effectiveness of a group intervention based on cognitive–behavioral approach on the levels of ambiguity tolerance, distress tolerance, and academic achievement motivation in students

The results indicated that a group intervention based on the cognitive-behavioral approach increased ambiguity tolerance, distress tolerance, and academic achievement motivation in male students in their final year of high school (on the verge of college entrance examination). Therefore, these interventions are recommended for college-bound students to enhance their psychological well-being and academic success.