Comparing the Effectiveness of Resilience and Self-regulated Learning Strategies Training on Academic Delay of Gratification and Academic Burnout among Students

The aim of this study was to compare the effectiveness of resilience training and self-regulated learning strategies on academic delay of gratification and academic burnout among students.

This study was the experimental pre-test-post-test with control group. The statistical population included all 11th grade male students in Behbahan city in the academic year 2021-2022. From the above-mentioned population, 75 students were selected through multi-stage cluster random sampling method and then randomly replaced in three groups of 25 people (2 experimental groups and 1 control group). The subjects of the experimental groups received resilience training program (Gillham et al, 1990) and self-regulated learning strategies (Pentrich, 1999), during 12 sessions of 60 minutes. The research instruments were Academic Delay of Gratification Questionnaire (Bembenutty & karabenick, 1998) and Academic Burnout Inventory (Berso et al, 2007). Multivariate covariance analysis was used for data analysis.

The findings showed that resilience training compared to self-regulation learning strategies training had a significantly greater effect on the academic delay of gratification (P=0.001), while there was no significant difference between these two training methods in terms of the effect on students' academic burnout.

Based on the results of the present study, it can be said that both methods of teaching resilience and teaching self-regulated learning strategies can reduce the academic burnout of students. Although, in order to increase the ability to delay in academic satisfaction, the resilience training method has worked better and more than the method of teaching self-regulation learning strategies, it can increase the ability to delay in academic satisfaction of students.