نوع مقاله : مقاله پژوهشی
نویسندگان
1 گروه روانشناسی، دانشگاه آزاد اسلامی، واحد خمین، خمین، ایران.
2 گروه روانشناسی، دانشکده علوم انسانی، دانشگاه آزاد اسلامی، واحد اراک، اراک، ایران.
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسندگان [English]
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.
کلیدواژهها [English]
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