Abstract:

This systematic review rigorously examines the effectiveness of Cognitive Behavioral Therapy (CBT) specifically within higher education settings, focusing on its impact on students' mental health and academic performance. This review consolidates research to assess how CBT interventions directly address rising mental health concerns such as anxiety, depression, and stress, and how these improvements indirectly affect academic metrics like Grade Point Average (GPA) and procrastination. By analyzing 20 peer-reviewed studies, this paper highlights the dual-purpose potential of CBT as an intervention for improving psychological well-being and academic outcomes in higher education. Moreover, the review considers cross-cultural variations in the application and outcomes of CBT, acknowledging that cultural factors can significantly influence the effectiveness of CBT interventions. While the findings support significant reductions in anxiety and depression and modest improvements in stress management, the direct effects of CBT on GPA remain inconclusive, distinguishing this review from broader, holistic approaches used in K-12 educational settings. This systematic review emphasizes the need for further research in higher education contexts, focusing on standardized methodologies, larger sample sizes, and cross-cultural considerations to better understand CBT's direct impact on academic performance.

Keywords:

CBT, Mental Health, Academic Performance, Higher Education, Anxiety, Depression, Stress Management, Grade Point Average, Time Management.