The Effects of Cognitive-metacognitive Strategies Training and Positive Psychology Training on Academic Self-efficacy, Academic Burnout, and Learning Strategies

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.

The Comparison of the Efficiency of the Lecture Method and Flipped Classroom Instruction Method on EFL Students’ Academic Passion and Responsibility

“…Fredericks et al (2004) reported a reliability coefficient of 0.86. Abbasi et al (2015) obtained the reliability of this questionnaire using Cronbach’s alpha of .66. The present study’s reliability coefficient based on Cronbach’s alpha index was .78.…”