The effectiveness of cognitive-behavioral and positive therapies on adaptive-social performance and academic burnout of perfectionist students

The aim of the study was to investigate the effectiveness of positive and cognitive- The aim of this study was to investigate the effectiveness of positive and cognitive-behavioral therapies on adaptive-social performance and academic burnout of perfectionist students. This was an experimental study with pre/post-test design and a control group. The population included all female students with a perfectionist style in 2016 in Rasht, Iran. The sample consisted of 69 students who were randomly assigned into 3 groups (two experimental groups and one control group). For data collection, we used Stober’s Clinical Perfectionism Scale and Short Form of Solmla-Aro’s Adaptive-Social Inventory and Prais’s Academic Burnout Scale for the experimental groups. Positive therapy and cognitive-behavioral therapy were executed at 10 weekly sessions, whereas the control group had no intervention. The results showed the positive therapy and cognitive-behavioral therapy would increase adaptive-social performance and decrease academic burnout in perfectionist students. There were no significant differences between efficacy of therapies on adaptive-social performance and academic burnout of students. The findings indicated that positive therapy as a new is effective as much as cognitive-behavioral therapy and can be used as an alternative treatment.