Social Psychology Research

Abstract Introduction: The aim of this study was to compare the effectiveness of cognitive-behavioral therapy (CBT) and psychoeducational interventions on impulsivity and self-worth among female students experiencing love addiction.
Method: This study employed a quasi-experimental design with a pre-test, post-test, and three-month follow-up, including a control group. The statistical population comprised all undergraduate female students at the University of Guilan during the 2022–2023 academic year. From 120 students who scored above the cutoff of 16 on the Love Addiction Inventory, 30 participants were randomly selected and assigned to two experimental groups (n = 10 each) and one control group (n = 10). Data were collected using the Love Addiction Inventory (Peabody, 2005), the Barratt Impulsiveness Scale (Barratt, 2004), and the Contingencies of Self-Worth Scale (Crocker, 2003). The first experimental group received ten 45-minute sessions of cognitive-behavioral intervention, while the second experimental group received ten 45-minute sessions of psychoeducational intervention. The control group received no intervention and remained on a waiting list. Data were analyzed using repeated measures analysis of variance (ANOVA).
Results: The results indicated that both interventions significantly reduced impulsivity and increased self-worth (p < 0.05). Bonferroni post hoc tests revealed no significant difference between the effectiveness of the cognitive-behavioral and psychoeducational interventions on either impulsivity or self-worth (p > 0.05).
Conclusion: The findings suggest that both cognitive-behavioral and psychoeducational interventions are effective in improving impulsivity and self-worth among individuals with love addiction, with neither approach demonstrating superiority over the other.