The effectiveness to investigate the effectiveness of self-monitoring model training on improving academic burnout and academic engagement in students with academic anxiety

Subject Areas :

hamidreza asad ^{1 *}

1 - Islamic Azad University, Central Tehran Branch, Iran

Received: 2025-02-04 Accepted : 2025-03-12 Published : 2025-04-13

Keywords: Academic Depression, Academic Engagement, Academic Anxiety, Self-Monitoring,

Abstract :

Objective: One of the important issues in educational environments is students' academic anxiety. Academic anxiety leads to a reduction in students' engagement in educational factors and situations The purpose of this study was to investigate the effectiveness of self-monitoring model training on improving academic burnout and academic engagement in students with academic anxiety. Academic anxiety is a type of situational anxiety or specific anxiety that occurs in a social context due to educational conditions. This anxiety, which is the most important type of anxiety in adolescence, has an adverse effect on students' mental health, on the efficiency and flourishing of their talents, personality development, academic motivation and social identity. Academic involvement involves different dimensions; behavioral involvement requires student participation in learning activities such as persistence and attention; cognitive involvement involves active self-regulation and complex learning strategies; It is more and more about motivational concepts of learning Academic burnout can be greatly affected by defective cognitive and metacognitive strategies; cognitive and behavioral techniques can be effective in reducing it. Given this, as well as the relationship between these variables and academic anxiety, it seems that cognitive-behavioral training can be effective in this regard, but not much attention has been paid to such interventions. Methods: In terms of purpose, this research was among the applied researches and from the methodological point of view, it was in the category of quasi-experimental researches (pre-test, post-test with control group and random implacement). The study population consisted of all female high school students with anxiety in district 9 of Tehran who were enrolled in the first high schools of this district in the academic year 1400-1401. From the research population, 24 individuals were selected as accessible and purposeful (based on inclusion criteria) as the sample of the study and were randomly assigned into control and experimental