The Effectiveness of Positive Psychology Training and Cognitive Self-Compassion on Students' Self-efficacy, Burnout, and Academic Self-Regulation

Abbasi, Mohammad; Davoodi, Hosseine; Heydari, Hasan; Pirani, Zabih

doi:10.22038/mjms.2019.14260

The Effectiveness of Positive Psychology Training and Cognitive Self-Compassion on Students' Self-efficacy, Burnout, and Academic Self-Regulation

Authors

Mohammad Abbasi ¹

Hosseine Davoodi ²

Hasan Heydari ³

Zabih Pirani ⁴

¹ PhD student, Department of Educational Psychology, Faculty of Humanities, Khomein Branch, Islamic Azad University, Khomein, Iran

² Assistant Professor, Faculty of Humanities, Khomein Branch, Islamic Azad University, Khomeini, Iran

³ Associate Professor, Faculty of Humanities, Khomein Branch, Islamic Azad University, Khomeini, Iran.

⁴ Assistant Professor, Dept. of Educational Psychology, Faculty of Humanities, Arak Branch, Islamic Azad University, Arak, Iran.

10.22038/mjms.2019.14260

Abstract

Introduction: The purpose of this study was to compare the effectiveness of Positive Psychology training and cognitive self-efficacy, burnout and academic self-regulation in students.
Materials & Methods: The method of this study was quasi-experimental with two experimental design nodes and control group. The statistical population consisted of the students of Islamic Azad University of Arak in the academic year 97-98. 45 students were selected using available sampling method and were randomly assigned into three experimental and control groups (15 students in each group). Participants completed the Miguel et al.'s (2000), Burns et al.'s (1997) academic self-efficacy questionnaires, and Bufard's (1995) academic self-regulation questionnaires. The hypotheses were tested by multivariate analysis of covariance and one-way analysis of variance.
Results: The results showed that in the educational self-efficacy variable, positive psychology training and then cognitive self-compassion were respectively effective. In academic burnout variable, cognitive self-compassion training and positive psychology were respectively effective. Positive psychology and then cognitive self-compassion were respectively effective on academic self-regulation.
Conclusion: Positive psychology training and cognitive self-compassion promote academic self-efficacy and self-regulation as well as decrease academic burnout.

Keywords

Academic self-regulation

Cognitive self-compassion

Academic self-efficacy

Positive psychology

Academic burnout