The Effects of Cognitive-metacognitive Strategies Training and Positive Psychology Training on Academic Self-efficacy, Academic Burnout, and Learning Strategies
1
Department of Psychology, Islamic Azad University, Khomein Branch, Khomein, Iran.
2
Department of Psychology, Faculty of Humanities, Islamic Azad University, Arak Branch, Arak, Iran.
10.32598/JSPI.9.4.9
Abstract
Objective: The present research aimed to explore the effects of cognitive-metacognitive strategies and positive psychology training skills on academic self-efficacy, academic burnout, and learning strategies. Methods: This was a quasi-experimental with an unequal control group design. The statistical population included students in Arak City, Iran, in the academic year 2019-2020. Accordingly, 45 of whom were selected using the convenience sampling method and randomly divided into 3 experimental and control groups (n=15/group). The study participants completed the Academic Self-Efficacy Scale, Bresso et al.’s (1997) Burnout Questionnaire, and the Learning Strategies Scale. The study hypotheses were tested by Multivariate Analysis of Covariance (MANCOVA) and One-way Analysis of Variance (ANOVA). Results: The present study data indicated that concerning self-efficacy and academic burnout, teaching cognitive-metacognitive strategies was more effective than positive psychology training (P<0.01). Conclusion: The present research results that teaching cognitive-metacognitive strategies and positive psychology promoted academic self-efficacy and learning strategies and reduced academic burnout.
Abbasi, M., Davoodi, H., Heidari, H., & Pirani, Z. (2021). The Effects of Cognitive-metacognitive Strategies Training and Positive Psychology Training on Academic Self-efficacy, Academic Burnout, and Learning Strategies . Journal of School Psychology, 9(4), 106-119. doi: 10.32598/JSPI.9.4.9
MLA
Mohammad Abbasi; Hossein Davoodi; Hassan Heidari; Zabih Pirani. "The Effects of Cognitive-metacognitive Strategies Training and Positive Psychology Training on Academic Self-efficacy, Academic Burnout, and Learning Strategies ". Journal of School Psychology, 9, 4, 2021, 106-119. doi: 10.32598/JSPI.9.4.9
HARVARD
Abbasi, M., Davoodi, H., Heidari, H., Pirani, Z. (2021). 'The Effects of Cognitive-metacognitive Strategies Training and Positive Psychology Training on Academic Self-efficacy, Academic Burnout, and Learning Strategies ', Journal of School Psychology, 9(4), pp. 106-119. doi: 10.32598/JSPI.9.4.9
VANCOUVER
Abbasi, M., Davoodi, H., Heidari, H., Pirani, Z. The Effects of Cognitive-metacognitive Strategies Training and Positive Psychology Training on Academic Self-efficacy, Academic Burnout, and Learning Strategies . Journal of School Psychology, 2021; 9(4): 106-119. doi: 10.32598/JSPI.9.4.9
)