The purpose of this study was to compare the effectiveness of Positive Psychology training and cognitive self-efficacy, burnout and academic self-regulation in students. Materials &
The method of this study was quasi-experimental with two experimental design nodes and control group. The statistical population consisted of the students of Islamic Azad University of Arak in the academic year 97-98. 45 students were selected using available sampling method and were randomly assigned into three experimental and control groups (15 students in each group). Participants completed the Miguel et al.'s (2000), Burns et al.'s (1997) academic self-efficacy questionnaires, and Bufard's (1995) academic self-regulation questionnaires. The hypotheses were tested by multivariate analysis of covariance and one-way analysis of variance.
The results showed that in the educational self-efficacy variable, positive psychology training and then cognitive self-compassion were respectively effective. In academic burnout variable, cognitive self-compassion training and positive psychology were respectively effective. Positive psychology and then cognitive self-compassion were respectively effective on academic self-regulation.
Positive psychology training and cognitive self-compassion promote academic self-efficacy and self-regulation as well as decrease academic burnout.