Comparison of the effectiveness of trans-theoretical intervention for students with academic burnout based with metacognition training on academic burnout in high school student in Isfahan city

The aim of this study was to Comparison of the effectiveness of transtheoretical intervention for students with academic burnout with metacognition training on academic burnout in high school student in Isfahan city. In the present study, the research method was quasi-experimental and its design was pre-test-post-test with control group and follow-up period. The statistical population included male students with academic burnout in one of the schools of Isfahan in 1398. The sample of study 45 included students with academic burnout who were selected based on inclusion criteria and available and randomly. Three groups of 15 people, including the transtheoretical intervention group, the metacognition training group and the control group, were randomly assigned. The research tool was the academic burnout questionnaire (Bresso et al. 1997). The first two groups underwent transtheoretical intervention for students with academic burnout and teaching metacognition training and the control group did not receive any intervention. Then, post-test and follow-up groups were performed. Analysis of covariance was used to analyze the data. The results showed that there is a significant difference (p <0.05) between the effectiveness of transtheoretical intervention for students with academic burnout and teaching metacognition training on students with academic burnout.