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The Effect of Metacognitive Beliefs and State's Training on Students' Academic burnout in University of Birjand

Document Type : Research Paper

Authors

1 Department of psychology, Faculty of Educational sciences and psychology, University of Birjand, birjand, Iran

2 Department of psychology, Faculty of educational and psychology, University of Birjand, Birjand, Iran

3 Department of psychology, Faculty of Educational sciences and Psychology, University of Birjand, Birjand, Iran

Abstract

Abstract:
Aim. Academic burnout is a serious problem and a negative emotional, physical and mental reaction to prolonged study that results in exhaustion, frustration, lack of motivation and reduced ability in school. The aim of this study was to determine the effect of metacognitive beliefs and state's training on students' academic burnout. The applied method in this research is quasi-experimental with Pretest-Posttest design as well as the control group and a follow- up stage. The statistical population included the students of University of Birjand. Using a purposive sampling method, forty students were selected as sample of the research and they were randomly substituted in two groups of twenty people titled control and experiment. Salarifar's metacognitive training package (1391) was used in order to train metacognitive beliefs and states. Moreover, Maslach and Jackson questionnaire (1984) was applied to measure the rate of academic burnout. Data of this study were analyzed using covariance method. The findings demonstrated that the effect of metacognitive beliefs and state's training on the reduction of students’ academic burnout rate is significant. According to these results, metacognitive beliefs and state's training arguably reduces the rate of academic burnout.

Keywords

References
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Counseling Culture and Psycotherapy
Volume 12, Issue 48 - Serial Number 48
December 2021
Pages 101-122
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