فهرست مطالب ساناز دلی لر

Academic burnout and lack of self-control of factors affecting performance of the students that consider to them is essential. Thus, the aim of this study was to investigation the Efficacy of the group reality therapy in reduction of academic burnout and increasing of self-control of university students.

This research was a quasi-experimental method with pretest-posttest design and a control group. The study population consisted of psychology graduated students of Karaj Islamic Azad University at the academic years of 96-97. From this population, 30 students with low scores in Schaufeli and et al (2002) academic burnout questionnaire and high scores in Tangney and et al (2004) self-control questionnaire, via using available sampling, were selected and randomly assigned in 2 experimental and control groups. The experimental group participated in 10 sessions of 90 minutes of group reality therapy at every week.. The control groups did not received any did not receive any training and left into the waiting list. Data were analyzed using analysis of covariance.

The results showed that there was a significant difference between academic burnout and self-control of experimental and control groups after the therapeutic intervention. Thus, the group reality therapy reduced academic burnout and increased self-control in experimental group (P > 0.01).

Based on the findings of current research, it can be concluded that the group reality therapy is beneficial in reducing academic burnout and increasing self-control. It can also be used as an intervention method to help student solve their problems.