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The Effectiveness of Schema Therapy on Academic Buoyancy and Academic Burnout of Medical Students
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Effat Aye1   , Vali Mehdinezhad2 , Hosein Jenaabadi3 |
1- Islamic Azad University
2- University of Sistan and Baluchestan , valmeh1@ped.usb.ac.ir
3- University of Sistan and Baluchestan |
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Abstract: (4469 Views) |
Background and Aims: Medical students due to the difficulty of the lessons and future job sensitivity need to academic buoyancy and sometimes experiencing academic burnout. As a result, the aim of this research was determine the effectiveness of schema therapy on academic buoyancy and academic burnout of medical students.
Methods: This research was a semi-experimental with a pre-test and post-test design with a control group. Research population was medical students of Birjand University of medical sciences in 2017-18 academic years. Research sample was 40 people that selected by available sampling method and randomly assigned to two equal groups. The experimental group trained 8 sessions of 90 minutes by schema therapy and the control group didn’t receive any training. To collect data used from the questionnaires of academic buoyancy and academic burnout. Data analyzed with using of SPSS-19 software and by method of multivariate analysis of covariance.
Results: The findings showed that there was a significant difference between the experimental and control groups in the variables of academic buoyancy and academic burnout. In other words, schema therapy led to increase the academic buoyancy and decrease the academic burnout of medical students (P<0/001).
Conclusions: The results indicate the effectiveness of schema therapy in improving the academic buoyancy and academic burnout. Therefore, it is suggested to counselors and education experts that to increase the academic buoyancy and decrease the academic burnout of students especially medical students use from the schema therapy method.
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| Keywords: Schema Therapy, Academic Buoyancy, Academic Burnout, Medical Students |
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Full-Text [PDF 417 kb]
(1778 Downloads)
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Article Type: Original Research |
Subject:
Theories of Learning and Teaching in Medical Sciences
Received: 2019/04/18 | Accepted: 2019/05/13 | Published: 2021/05/31
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