Comparing the effectiveness of teaching cognitive-metacognitive strategies and teaching positive psychology on academic self-efficacy, academic burnout and learning strategies

The aim of this study was to compare the effectiveness of teaching cognitive-metacognitive strategies and positive psychology on academic self-efficacy, academic burnout and learning strategies. The research method was quasi-experimental with a control group. The population included all students of Arak, 45 of whom were selected using availability sampling and randomly assigned to three experimental and control groups (15 in each group). The participants completed the Academic Self-Efficacy Questionnaire by Migli et al., Bresso et al., Academic Burnout Questionnaire, and the Zimmerman and Martinez-Ponz Learning Strategies. The hypotheses were tested by multivariate analysis of covariance and one-way analysis of variance. The results showed that in the variables of self-efficacy and academic burnout, teaching cognitive-metacognitive strategies was more effective than teaching positive psychology (p < 0.01). Therefore, it can be said that teaching cognitive-metacognitive strategies and positive psychology promotes academic self-efficacy and learning strategies as well as reduces academic burnout.