The Effectiveness of Attributional Retraining and Cognitive Resilience on Learning Approaches and Academic Emotions in Pharmacy and Nursing Students of Zanjan University of Medical Sciences

The aim of this study was to compare the effectiveness of documentary training and cognitive resilience methods on learning approaches and academic emotions in pharmacy and nursing students of Zanjan University of Medical Sciences. Method was executed semi-experimental with pretest-posttest design with a control group. Moreover, the statistical population of the study consisted of all pharmacy and nursing students in the first semester of the academic year in 2019 those were randomly divided into two experimental and control groups with 36 members in each group. Then, attributional retraining program and Cognitive Resilience were conducted on the experimental group within 7 sessions. Before and after starting educational intervention, the research data were collected using Abdollahpour University Academic emotions Questionnaire (1394) and Miller's Learning Approach Questionnaire (1999). Afterward, data analysis was performed using descriptive methods and covariance analysis in SPSS software Version 23.  Accordingly, the findings of the covariance analysis indicated that the cognitive resilience program showed more effectiveness on learning approaches and academic emotions than the attribution retraining program (p <0.05).  In conclusion, cognitive re-training can be useful as an academic approach to help students regard learning approaches. Cognitive resilience also can be used as a re-training intervention method to help students in improving their learning approaches and academic emotions.