Middle Eastern Journal of Disability Studies

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Dashti Daryan E, Hashemian K, Abolma'ali Al Husseini K. Combining the Education of Psychological Capital and Self-determination on Reducing Academic Burnout among Students. MEJDS 2019; 9 :31-31
URL: http://jdisabilstud.org/article-1-974-en.html

Background & Objective: Academic exhaustion refers to fatigue due to school duties, pessimistic attitudes towards school, and ineffective belief in achieving school goals. Based on the importance of student's educational life, experimental interventions need to reduce the academic exhaustion is necessary. Appropriate experimental interventions is the teaching of psychological capital and self-identification. Psychological capital can be considered as an important personal source, according to the theory of conservation of resources. On the other hand, self-determination, introduced by Decis and Ryan in 1985 and 2002, is one of the motivational approaches that have considered more attention to it recent years. Since psychological capital and self-determination are both effective in promoting academic achievement by providing motivation, it seems that the teaching of psychological capital and self-determination can affect students' academic exhaustion and reduce it. Therefore, the purpose of this study was to determine the effectiveness of the combination of self-determination education and psychological capital on reducing the academic burnout of female students.
Methods: The study was a semi-experimental and pretest-posttest design with a control and follow up group. The statistical population consisted of the 7th, 8th and 9th grade students of a school in Tehran (capital city of Iran) in 2016 (n=118). The study tool was a questionnaire for a burnout study of Shaoufli (2002). In order to select samples, Maslach educational burnout questionnaire was first performed on the entire population. Students with high and moderate academic burnout scores of over 37 were identified as students with academic burnout (89 people in the study). To select the sample size, using Cohen table, the effect of 0.5, test power of 94 and significance level of 0.05, the volume of each group was 15, and the total sample size was estimated to be 30. Then, 30 students were selected randomly among students with high and moderate academic burnout. They were randomly assigned into two experimental and control groups. To analyze the data, multivariate analysis of covariance was used. The time variable was considered as a factor with three levels of pre-test, post-test and follow-up, and the variable of compilation of psychological capital and self-determination were studied as the second factor.
Results: In this study, 30 participants participated in two experimental and control groups (n in each group was 15), the mean and standard deviation of the experimental group were 14.53 ± 0.58 and 14.38 ± 0.414, respectively. The two groups did not differ significantly in terms of mean age (p=0.816). This suggests that two groups were homogeneous in terms of age. The mean and standard deviation of the experimental group were 19.58 ± 0.15 and 19.35 ± 0.33, respectively. Two groups did not have a significant difference in terms of grade gained (p=0.331). The combination of teaching psychological capital and self-determination led to a significant reduction in the levels of anxiousness (p<0.001) at 0.01 and educational inefficiency (p=0.047) at the level of 0.05. According to the results of the follow-up test, these effects it was lasting over time. However, compilation training did not reduce the emotional exhaustion component.
Conclusion: It could be concluded that training of psychological capital and self-determination by improving the level of self-efficacy, resilience, hope and optimism, as well as increasing the perception of competence, autonomy and communication, have reduced the academic exhaustion of the students of the school.