Document Type : Research Paper

Authors

• shima akbari ¹
• hosein bigdeli ²

¹ 1. Ma student in Educational Psychology, Faculty of Psychology, North Tehran Branch, Islamic Azad University, Tehran, Iran

² Assistant Professor, Department of Psychology, Faculty of Psychology, Tehran East Branch, Islamic Azad University, Tehran, Iran.

Abstract

The present study was conducted to investigate the effectiveness of self-regulated learning strategies on academic procrastination, cognitive flexibility and academic engagement of students suffering from academic burnout. The current study was a semi-experimental application with a pre-test-post-test design with a control group and a two-month follow-up period. The statistical population of the research included female students with academic burnout who were studying in the first period of secondary school in the academic year 2022-2023 in the 2nd district of Tehran. In this research, 36 female students with academic burnout were selected by purposive sampling and randomly assigned to experimental and control groups. (18 students in the experimental group and 18 students in the control group). The students in the experimental group received the self-regulated learning strategies during ten weeks in ten 75-minute sessions. Academic Procrastination Questionnaire (APQ), Cognitive Flexibility Questionnaire (CFQ), Academic Engagement Questionnaire (AEQ) and Academic Burnout Questionnaire (ABQ) were used in the present study. The data were analyzed through mixed ANOVA via SPSS23 software. The results showed that self-regulated learning strategies has significant effect on the academic procrastination (p<0.001), cognitive flexibility (p<0.001) and academic engagement (p<0.001) in the students suffering from academic burnout.

Keywords

• Academic Burnout
• Academic Engagement
• Academic Procrastination
• Cognitive Flexibility
• Self-Regulated Learning Strategies