The Effectiveness of Cognitive Restructuring Training on Academic Burnout and Academic Procrastination among Secondary School Students in Babol
Keywords:
Cognitive restructuring, academic burnout, academic procrastination, secondary school students, cognitive-behavioral therapyAbstract
Objective: This study aimed to investigate the effectiveness of cognitive restructuring training on academic burnout and academic procrastination among secondary school students in Babol.
Methodology: This was a quasi-experimental study with a pretest-posttest control group design. The statistical population included all secondary school students in Babol during the 2023–2024 academic year, from which 30 students were selected through convenience sampling and randomly assigned to experimental and control groups. The instruments used were the Academic Emotions Questionnaire (Pekrun, 2002) and the Academic Procrastination Questionnaire (Solomon & Rothblum, 1984). The experimental group received cognitive restructuring training based on Beck's model in 8 weekly 90-minute sessions. Data were analyzed using univariate ANCOVA.
Findings: Results of ANCOVA showed that cognitive restructuring training had a significant effect on reducing academic burnout (F=62.435, p<0.001, η²=0.351) and academic procrastination (F=58.324, p<0.001, η²=0.210) in the experimental group compared to the control group.
Conclusion: Based on the findings, cognitive restructuring training can be used as an effective intervention to reduce academic burnout and procrastination, thereby enhancing students’ academic performance and psychological well-being.
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