Comparison of the effectiveness of optimism training, emotion regulation and mindfulness training in reducing academic burnout in students with test anxiety

Subject Areas : Journal of Excellence in counseling and psychotherapy

Amirreza Rasam ¹ , Ozra Ghaffari ² , Abbas Abolghasemi ³ , Mansour Beyrami ⁴

1 - PhD student in Educational Psychology, Islamic Azad University, Ardabil Branch, Ardabil, Iran
2 - Assistant Professor, Department of Psychology, Islamic Azad University, Ardabil Branch, Ardabil, Iran.
3 - Department of Psychology, Islamic Azad University, Ardabil Branch, Ardabil, Iran, Department of Psychology, University of Gilan, Gilan, Iran
4 - Department of Psychology, Islamic Azad University, Ardabil Branch, Ardabil, Iran and Department of Psychology, University of Tabriz, Tabriz, Iran

Received: 2020-05-27 Accepted : 2020-11-17 Published : 2020-10-22

Keywords: emotion regulation, Exam anxiety, mindfulness, optimism programs, academic appetite,

Abstract :

Test anxiety is one of the most common problems among students that causes behavioral problems in addition to academic problems. Exam anxiety is associated with a variety of factors, and there are various ways to do it. One of the factors associated with exam anxiety is students' academic apprehension. The purpose of the present study was to compare the effectiveness of different educational programs (optimism, emotion regulation and mindfulness) in reducing academic anxiety in students with test anxiety. In this regard, four groups of students with test anxiety were randomly selected and three groups were trained as program (optimism, emotion regulation and mindfulness) for eight sessions and one group as control group. The results of pre-test and post-test of groups on students' academic achievement were compared and analyzed using multivariate analysis of covariance (ssps). In the present study, the results showed the effectiveness of all three methods of training in reducing academic burnout, but mindfulness training was the most effective method with the highest difference, followed by optimism and emotion regulation.