The effect of stress relief strategies training based on character strengths on academic burnout and difficulty in emotional regulation of students

Status

Recruiting

Phases

Unknown

Study type

Interventional

Source

IRCT

Registry ID

IRCT20240522061866N1

Enrollment

Registered

2024-08-20

Start date

2024-08-22

Completion date

Unknown

Last updated

2024-08-26

For informational purposes only — not medical advice. Sourced from public registries and may not reflect the latest updates. Terms

Conditions

academic burnout, difficulty in emotional regulation.

Interventions

Intervention 1: Intervention group: a group that receives stress coping training based on character Strengths. This training will be conducted for 6 sessions weekly in 6 weeks. Before the implementati

Eligibility

Sex/Gender

All

Inclusion criteria

Inclusion criteria: Having physical health. All students of Mashhad University of Medical Sciences.

Exclusion criteria

Exclusion criteria: Not receiving similar training in the last 6 months. Not visiting a psychologist and receiving psychotherapy. Not having a psychiatric disorder.

Design outcomes

Primary

Measure	Time frame
Academic burnout: Academic burnout is a state in which you get tired of studying courses, become disinterested in course materials and lack of academic progress or very little progress. Timepoint: Before the intervention and 2 week after the end of the intervention. Method of measurement: Academic Burnout Questionnaire: This questionnaire was made by Bresso et al., which has 15 items with a 5-point Likert scale ranging from completely agree to completely disagree. 1 means almost never, 2 means sometimes, 3 means half the time, 4 means most of the time and 5 means almost always. The reliability of the questionnaire by the creators was 0.70, 0.82 and 0.75 respectively for three different areas of burnout, i.e. academic fatigue (5 items) (the course materials are boring), academic apathy (4 items) (I feel that I am not interested in the course materials) ) and academic ineffectiveness has 6 items (I feel that I cannot cope with academic problems). It is academic. Also, in Kerami and Hatmian's research, the overall validity of the questionnaire was reported as 0.88.;Emotion regulation: the ability to address and properly process emotions to effectively deal with various problems such as depression, anxiety and burnout. Timepoint: Before the intervention and 2 week after the end of the intervention. Method of measurement: DERS Emotion Regulation Difficulty Questionnaire: The emotion regulation difficulty scale is used to measure different aspects of emotion regulation disorders. The responses of this scale are placed on a Likert scale of 1 to 5. 1 means almost never (0-10%), 2 means sometimes (11-35%), 3 means half of the time (36-65%), 4 means most of the time (66-90%) and 5 It means almost always (91 to 100). Factor analysis shows the existence of 6 factors of non-acceptance of emotional responses, difficulty in performing purposeful behavior, difficulty in impulse control, lack of emotional awareness, limited access to emotional regulation strategies and lack of emoti	—

Measure

Time frame

Academic burnout: Academic burnout is a state in which you get tired of studying courses, become disinterested in course materials and lack of academic progress or very little progress. Timepoint: Before the intervention and 2 week after the end of the intervention. Method of measurement: Academic Burnout Questionnaire: This questionnaire was made by Bresso et al., which has 15 items with a 5-point Likert scale ranging from completely agree to completely disagree. 1 means almost never, 2 means sometimes, 3 means half the time, 4 means most of the time and 5 means almost always. The reliability of the questionnaire by the creators was 0.70, 0.82 and 0.75 respectively for three different areas of burnout, i.e. academic fatigue (5 items) (the course materials are boring), academic apathy (4 items) (I feel that I am not interested in the course materials) ) and academic ineffectiveness has 6 items (I feel that I cannot cope with academic problems). It is academic. Also, in Kerami and Hatmian's research, the overall validity of the questionnaire was reported as 0.88.;Emotion regulation: the ability to address and properly process emotions to effectively deal with various problems such as depression, anxiety and burnout. Timepoint: Before the intervention and 2 week after the end of the intervention. Method of measurement: DERS Emotion Regulation Difficulty Questionnaire: The emotion regulation difficulty scale is used to measure different aspects of emotion regulation disorders. The responses of this scale are placed on a Likert scale of 1 to 5. 1 means almost never (0-10%), 2 means sometimes (11-35%), 3 means half of the time (36-65%), 4 means most of the time (66-90%) and 5 It means almost always (91 to 100). Factor analysis shows the existence of 6 factors of non-acceptance of emotional responses, difficulty in performing purposeful behavior, difficulty in impulse control, lack of emotional awareness, limited access to emotional regulation strategies and lack of emoti

—

Countries

Iran (Islamic Republic of)

Contacts

Public ContactAlireza Baghban

Mashhad University of Medical Sciences

mz.alireza1227@gmail.com+98 51 3551 1657

Outcome results

None listed

Source: IRCT (via WHO ICTRP) · Data processed: Feb 4, 2026