The effectiveness of the educational package to reduce academic burnout on reducing psychological distress and promoting the academic achievement of girl high school students.

Document Type : Research Paper

Authors

1 PhD student in psychology, Department of Psychology, Ardabil Branch, Islamic Azad University, Ardabil, Iran.

2 Excellent Professor of Psychology, Department of Psychology, Faculty of Education and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran

3 Assistant Professor, Department of Educational Sciences, Ardabil Branch, Islamic Azad University, Ardabil, Iran

Abstract

Objective: The present study was conducted with the aim of the effectiveness of the educational package to reduce academic burnout on reducing psychological distress and promoting academic achievement of female high school students.
Methods: The experimental research method was pretest-posttest design with a control group. The statistical population of this study included all female high school students in the second year of high school (tenth, eleventh and twelfth grade) in Ardabil in the academic year 1401-1400. Using simple random sampling method, 40 students were selected as a statistical sample and two groups of 20 people (experimental and control) were assigned. For the experimental group, 10 sessions of 90-minute intervention of the educational package to reduce academic burnout were presented.
Results: To collect data in the pre-test and post-test stages, academic burnout questionnaire, short form of anxiety, depression and stress questionnaire and Pham and Taylor academic achievement questionnaire (EPT) were used. Data analysis was analyzed by multivariate analysis of covariance. Findings showed that the educational program to reduce academic burnout had a significant effect on reducing psychological distress (anxiety, depression and stress) (P <0.05) and improving academic achievement (P <0.01) of female high school students.
Conclusion: The educational package to reduce academic burnout is effective in reducing psychological disturbances and increasing academic achievement.

Keywords

Main Subjects

References

 ابراهیم زاده، فرزاد؛ قربانی، مهرزاد؛ ناصریان، جواد و مردانی، مهناز (1394). بروز افت تحصیلی و عوامل مرتبط با آن» در دانشـگاه علـوم پزشـکی لرسـتان. فصلنامه دانشگاه علوم پزشکی لرستان، 17(4)، 25-14. URL: http://yafte.lums.ac.ir/article-1-2133-fa.html
احمدی، رضا و شریفی درآمدی، پرویز (1393). بررسی اثربخشی آموزش تاب آوری بر سلامت روان افراد مبتلا به وابستگی مواد در کانون توسکای شهر تهران. فصلنامه علمی– پژوهشی مطالعات روان‌شناسی بالینی، 4(16) ، 17-1.
اخوان تفتی، مهناز و کدخدایی، محبوبه السادات (1396). بررسی اثربخشی آموزش راهبردهای موفقیت در دانشگاه بر خودکارآمدی و انگیزش تحصیلی دانشجویان. پژوهش در آموزش علوم پزشکی، 9(1)، 66-58. URL: http://rme.gums.ac.ir/article-1-385-fa.html
 ایمان پرور، سهیلا؛ نریمانی، محمد؛ تکلوی، سمیه و هاشمی، تورج (1399). تهیه بسته روانی – آموزشی مبتنی بر مدرسه و بررسی اثربخشی آن بر آشفتگی روان شناختی دانش‌آموزان دختر پایه دوازدهم دوره دوم پیش کنکوری. فصلنامه پژوهش های نوین روان‌شناختی، 15 (58)، 10-1.DOI: 10.22084/j.psychogy.2019.20282.2047 
پورسید، سیدمهدی؛ متولی، محمدمسعود؛ پورسید، سیدرضا و براهیمی، زهرا (1394). رابطه استرس ادراک‌شده، کمال‌گرایی و حمایت اجتماعی با فرسودگی تحصیلی و عملکرد تحصیلی دانشجویان. نشریه علمی راهبردهای آموزشی در علوم پزشکی، 8(3) 194-187. URL: http://rme.gums.ac.ir/article-1-324-fa.html
پورکریمی ، جواد؛ مبین رهنی، یاسمن(1397). رابطه انگیزش پیشرفت و فرسودگی تحصیلی با نقش میانجی خودکارآمدی دانشجویان دانشگاه تهران. نشریه راهبردهای آموزش در علوم پزشکی، 11(1)، 147-139. URL: http://edcbmj.ir/article-1-1308-fa.html.
جباری، مهسا؛ شهیدی، شهریار و موتابی، فرشته (1393). اثربخشی مداخله ی مثبت نگر گروهی در کاهش نگرش های ناکارآمد و افزایش میزان شادکامی دختران نوجوان. مجله روان‌شناسی بالینی، 6(2)، 74-65.: 10.22075/jcp.2017.2164  DOI
دوستی، مرضیه؛ پورمحمدی تجریشی، رضا و معصومه، غباری بناب (1393). اثربخشی آموزش تاب‌آوری بر بهزیستی روان‌شناختی دختران خیابانی دارای اختلال‌های برونی‌سازی شده. فصلنامه علمی- پژوهشی روان‌شناسی تحولی: روان‌شناسان ایرانی،11(41)، 54-43. http://jip.azad.ac.ir/article_512179.html
سادات، سما؛ واحدی، شهرام ؛ فتحی آذر،  اسکندر و بدری گرگری، رحیم. (1397). تدوین و اعتباریابی بسته آموزشی تربیت مثبت مدرسه محور ویژه دانش‌آموزان پایه ششم ابتدایی. مطالعات پیش دبستان و دبستان، 3(11)، 54-25. DOI: 10.22054/SOECE.2021.53575.1262
 سامانی، سیامک و جوکار، بهرام (1386). بررسی اعتبار و روایی فرم کوتاه مقیاس افسردگی، اضطراب و فشار روانی. نشریه علوم اجتماعی و انسانی دانشگاه شیراز، 26(3)، 76-65.
سلطانی، زیبا؛ صادق محبوب، سمانه؛ قاسمی جوبنه، رضا و یوسفی، نجف (1395). نقش سرمایه روان‌شناختی در فرسودگی تحصیلی دانشجویان. راهبردهای آموزش در علوم پزشکی، 9(2)، 162-156. URL: http://edcbmj.ir/article-1-989-fa.html
عظیمی، محمد؛ پیری، موسی و زوار، تقی(1393). رابطه فرسودگی تحصیلی و یادگیری خودتنظیمی با عملکـرد تحصـیلی دانش‌آموزان دوره متوسـطه. پژوهش در برنامه ریزی درسی، 10(38) ، 128-116.
 غلامی، سمیه و واحدی شهرام (1394). اثربخشی آموزش برنامه تاب آوری پن بر تنظیم شناختی هیجان افراد افسرده. مجله مطالعات علوم پزشکی، 26(12)،  1027-1019. URL: http://umj.umsu.ac.ir/article-1-3285-fa.html
فولادی،  بهروز؛ نریمانی، محمد؛ موسی‌زاده، توکل و تکلوی، سمیه. (1402). مقایسه اثر بخشی آموزش مبتنی بر هوش چند گانه و آگاهی واج شناختی و ترکیب این دو روش بر بهبود حافظه کاری دانش‌آموزان نارساخوان. مجله ناتوانی‌های یادگیری، 12(4)، 51-65. https://doi.org/10.22098/jld.2023.13131.2099
قدم پور، عزت اله؛ فرهادی، علی؛ و نقی بیرانوند، فاطمه (1395). تعیین رابطه بین فرسودگی تحصیلی با اشتیاق و عملکرد تحصیلی در دانشجویان دانشگاه علوم پزشکی لرستان. پژوهش در آموزش علوم پزشکی،  8(2)، 68- 60. URL: http://rme.gums.ac.ir/article-1-324-fa.html
 نصیری گرمه چشمه، محمدرضا؛ فتحی، محمد و  جاویدپور، مرتضی. (1402). اثربخشی آموزش راهبردهای شناختی- فراشناختی بر انگیزه پیشرفت و سرزندگی تحصیلی دانش‌آموزان دارای ناتوانی‌های یادگیری. فصلنامه ناتوانی‌های یادگیری، 13(2)، 75-87.  https://doi.org/10.22098/jld.2024.14414.2143
واحدی، شهرام ؛ سادات، سما؛ اسکندر فتحی آذر و بدری گرگری، رحیم (1401). اثربخشی بسته آموزشی تربیت مثبت مدرسه محور بر سطوح بهزیستی اجتماعی دانش‌آموزان ششم ابتدایی. راهبردهای شناختی در یادگیری. DOI: 10.22084/J.PSYCHOGY.2020.21141.2113
Ahmadi, R., & Sharifi Daramadi, P. (2014). Evaluation of the effectiveness of resilience training on mental health of people with substance dependence in Tosca Center in Tehran. Journal of Clinical Psychology Studies, 4(16), 1-17. doi.org/10.1016/S0191-8869(99)00253-6. [In Persian]
Akhavan Tafti, M., & Kadkhodai, M. S. (2017). Evaluation of the effectiveness of teaching success strategies in the university on students' self-efficacy and academic motivation. Research in Medical Education, 9(1), 50-65 . URL: http://rme.gums.ac.ir/article-1-385-fa.html. [In Persian]
Antony, M. M., Bieling, P. J., Cox, B. J., Enns, M. W., & Swinson, R. P. (1998). Psychometric properties of the 42-item and 21-item versions of the Depression Anxiety Stress Scales in clinical groups and a community sample. Psychological Assessment, 10(2), 176–181. https://doi.org/10.1037/1040-3590.10.2.176.
Azimi, M., Pierre, M., & Zwar, T. (2013). Relationship between academic burnout and self-regulation learning with academic performance of high school students. Research in Curriculum Planning, 10 (2), 116-128. [In Persian]
Bilge, F. (2006). Examining the burnout of academics in relation to job satisfaction and other factors. Social Behavior and Personality: An International Journal, 34(9), 1151–1160. https://doi.org/10.2224/sbp.2006.34.9.1151
Bruce, S. P. (2009). Recognizing stress and avoiding burnout. Current’s in Pharmacy Teaching and Learning, 1(1), 57- 64. https://doi.org/10.1016/j.cptl.2009.05.008.
Busato, V.V., Prins, F.J., Elshout, J.J., & Hamaker, C. (2000). Intellectual ability, learning style, personality, achievement motivation.and academic success of psychology students in higher education. Personality and Individual Differences, 29(6), 1057-1068. https://doi.org/10.1016/S0191-8869(99)00253-6
Cooper, A. N., Seibert, G. S., May, R. W., Fitzgerald, M. C., & Fincham, F. D. (2017). School burnout and intimate partner violence: The role of self-control. Personality and Individual Differences, 112(1), 18–25. https://doi.org/10.1016/j.paid.2017.02.047.
Dosti, M., Pourmohammadi Tajrishi, R., & Ghobari Bonab, M. (2014). The effectiveness of resilience training on the psychological well-being of street girls with externalized disorders. Journal of Transformational Psychology: Iranian Psychologists, 11(41), 43-54. http://jip.azad.ac.ir/article_512179.html. [In Persian]
 Dunne, M. P., Sun, J., Nguyen, N. D., Truc, T., Loan, K. X., & Dixon, J. (2010). The influence of educational pressure on the mental health of the adolescence in east Asia. Journal of Science Research, Hue University, 61(1), 18-27.
Ebrahimzadeh, F., Ghorbani, M., Naserian, J., & Mardani, M. (2015). Incidence of academic failure and related factors "in Lorestan University of Medical Sciences. Lorestan University of Medical Sciences Quarterly, 17(4), 14-25. URL: http://yafte.lums.ac.ir/article-1-2133-fa.html. [In Persian]
Fooladi, B., Narimani, M., Mousazadeh, T., & Taklavi, S. (2023). Comparing the Effectiveness of Education Based on Multiple Intelligences and Phonological Awareness and the Combination of these two Methods on Improving the Working Memory of Dyslexic Students. Journal of Learning Disabilities, 12(4), 51-65. (Persian) https://doi.org/10.22098/jld.2023.13131.2099
Ghadampour, E., Farhadi, A., & Naghibeiranvand, F. (2016). The relationship among academic burnout, academic engagement and performance of students of Lorestan University of Medical Sciences. RME, 8 (2), 60-68.
URL: http://rme.gums.ac.ir/article-1-324-fa.html. [In Persian]
Gholami, S., & Vahedi, S.(2015). The effectiveness of Penn resilience training program on cognitive emotion regulation in depressed people. Journal of Medical Science Studies, 26(12), 1019-1027. URL: http://umj.umsu.ac.ir/article-1-3285-fa.html. [In Persian]
Grossi, G., Homten, J., Fandino-Losada, A., Soares, J. J. F., & Sundin, O. (2009). Does burnout predict changes in pain experience among women living in Sweden? A longitudinal study. Journal of Stress and Health. 25(4), 297- 311.  https://doi.org/10.1002/smi.1281.
Hallowell, E. M., & Ratey, J. J. (2005). Delivered from distraction: Getting the most out of life with attention deficit disorder. Random House Digital, Inc.
Imanparvar, S.,Narimani, M., Taklavi, S., & Hashemi, T. (2020). Preparing a school-based psycho-educational package and examining its effectiveness on the psychological turmoil of 12th grade female students in the second year of pre-college. Quarterly Journal of New Psychological Research, 15 (58), 1-10. DOI: 10.22084/j.psychogy.2019.20282.2047. [In Persian]
Jabbari, M., Shahidi, Sh., & Mutabi, F. (2014). The effectiveness of a positive group intervention in reducing dysfunctional attitudes and increasing the happiness of adolescent girls. Journal of Clinical Psychology, 6(2), 65-74. DOI : 10.22075/jcp.2017.2164. [In Persian]
Kawada, T. (2017). Low academic performance, use of electronic device and sleep duration in adolescents. Brain and Development, 39(3), 275-280.  https://doi.org/10.1016/j.braindev.2016.09.015.
Koeske, G. F., & Koeske, R. D. (1991). Student “burnout” as a mediator of the stress-outcome relationship. Research in Higher Education. 32, 415-431.
Lin, S. & Huang, Y.C. (2014). Life stress and academic burnout. Active Learning in Higher Education, 15(1), 77-90. https://doi.org/10.1177/1469787413514651
 Lindman, R., & Duek. J. L., (2012). A Comparison of changes in dental students and medical students approaches learning during professional training. European Journal of Dental Education, 5 (4), 162-167. https://doi.org/10.1034/j.1600-0579.2001.50404.x.
Lyndon ,M.P., Henning ,M.A., Alyami ,H., Krishna, S., Zeng, I., Yu ,T.,C& et al. ( 2017). Burnout, quality of life, motivation, and academic achievement among medical students: A person-oriented approach. Perspect Med Educ, 6(2),108-114. http://creativecommons.org/licenses/by/4.0/.
Maslach, C., & Leiter, M. P. (2016). Stress: concepts, cognition, emotion, and behavior. Handbook of Stress Series, 1, 351-357. https://doi.org/10.1016/B978-0-12-800951-2.00044-3.
Maslach, C., Schaufeli, W. B., & Leiter, M. P.(2001). Job burnout. Annual Review of Psychology, 52, 397-422. https://doi.org/10.1146/annurev.psych.52.1.397.
Modin, B., Ostberg, V., Toivanen, S. & Sandell, K. (2011). Psychosocial working conditions, school sense of coherence and subjective health. A multilevel analysis of ninth grade pupils in the Stockholm area. Journal of Adolescence. 34(1), 129-139. https://doi.org/10.1016/j.adolescence.2010.01.004.
Nasiri Garme Cheshme, M.R., Fathi, M., & Javidpour, M. (2024). The effectiveness of teaching cognitive-metacognitive strategies on the motivation to progress and academic vitality of students with learning disabilities. Journal of Learning Disabilities, 13(2),75-87. [In Persian] https://doi.org/10.22098/jld.2024.14414.2143
Pourkarimi, J., & Mobinrahni, Y. (2018). Relationship between achievement motivation and academic burnout mediating role of self-efficacy Tehran university students. Educ Strategy Med Sci, 11 (1), 139-147.
URL: http://edcbmj.ir/article-1-1308-fa.html. [In Persian]
Pourseyyed, S.M., Motevalli, M.M., Pourseyyed, S.R., & Barahimi, Z. (2015). Relationship of perceived stress, perfectionism and social support with students’ academic burnout and -academic performance. Educ Strategy Med Sci, 8 (3), 187-194 .URL: http://edcbmj.ir/article-1-719-fa.html. [In Persian]
Reis, D., Xanthopoulou, D., & Tsaousis, I. (2015). Measuring job and academic burnout with the Oldenburg Burnout Inventory (OLBI): Factorial invariance across samples and countries. Burnout Research, 2(1), 8-18. https://doi.org/10.1016/j.burn.2014.11.001.
Roman, M.D. (2014). Students’ Failure in Academic Environment. Procedia - Social and Behavioral Sciences, 114, 170- 177. https://doi.org/10.1016/j.sbspro.2013.12.679.
Ross, W., May, Kristina N. Bauer, Frank D. Fincham (2015). School burnout: Diminished academic and cognitive Performance, 42, 126-131. https://doi.org/10.1016/j.lindif.2015.07.015.
Sadat, S., Vahedi, Sh., Fathi Azar, I., & Badri Gargari, R. (2018). Development and validation of a school-based positive education package for sixth grade elementary students. Preschool and Elementary Studies, 3(11), 25-54. DOI: 10.22054/SOECE.2021.53575.1262. [In Persian].
Salanova, M., Schaufeli, W., Martinez, I., &  Breso, E. (2010). How obstacles and facilitators predict academic performance: the mediating role of study burnout and engagement. Anxiety Stress Coping, 23(1),53-70. https://doi.org/10.1080/10615800802609965.
Salmela-Aro, K., & Näätänen, P. (2005). Method of assessing adolescents' school burnout. Helsinki, Finland: Edita.
Salmela-Aro, K., Kiuru, N., Leskinen, E. & Nurmi, J. E. (2009). School burnout inventory (SBI) reliability and validity. European Journal of Psychological Assessment, 25(1), 48–57. https://doi.org/10.1027/1015-5759.25.1.48.
Samani, S., & Jokar, B. (2007). Evaluation of validity of short form of Depression, Anxiety and Stress Scale. Journal of Social Sciences and Humanities, Shiraz University, 26(3), 65-76. [In Persian]
Soltani, Z., Sadegh, Mahboob, S., Ghasemi Jobneh, R., & Yousefi, N. (2016). The role of psychological capital in students' academic burnout. Journal of Educational Strategies in Medical Sciences, 9 (2), 156-162 . URL: http://edcbmj.ir/article-1-989-fa.html. [In Persian]
Vahedi, S., Sadat, S., Fathi, Azar, I., & Badri Gargari, R. (2021). The effectiveness of a school-based positive education package on the social welfare levels of sixth grade students. Cognitive Strategies in Learning. DOI: 10.22084/ J.PSYCHOGY.2020.21141.2113. [In Persian]
Wattsa, J., & Robertsona, N. (2011). Burnout in university teaching staff: A systematic Iiterature review. Educational Research, 33-50. https://doi.org/10.1080/00131881.2011.552235.
Werner-Seidler, A., Perry, Y., Calear, A. L., Newby, J., Christensen, H. (2017). School-based depression and anxiety prevention programs for young people: A systematic review and meta-analysis. Clinical Psychology Review, 51, 30–47. https://doi.org/10.1016/j.cpr.2016.10.005.
Journal of School Psychology
Volume 13, Issue 2
August 2024
Pages 58-70

Files

Share

How to cite

Statistics