The Effectiveness of Cognitive Self-Regulatory Education on Academic Burnout and Cognitive Dissonance and Academic Achievement of Elementary Students

The main objective of the present study is to investigate the effectiveness of education and cognitive self-regulation on academic burnout and cognitive dissonance and academic performance of elementary school girl students. The research method of this research is based on quasi-experimental type with pretest-posttest with control group. The statistical population of this research included 40 elementary school girl students of Qom city who were selected through random sampling and were placed as 20 in the control group and 20 in the experimental group where the subjects were trained during 10 sessions in self-regulation strategies with no educational intervention in the control group. The tool of self-regulation educational package was used in ten sessions and another tool used was Brosu et al. (1997) academic burnout and a further tool related to the Cognitive Dissonance Questionnaire of Remon Jonz (2001). Academic performance was also calculated by obtaining the final scores of the students. In order to analyze the data, Covariance test (ANCOVA), homogeneity of variances and Levin test were applied. The data analysis results indicate that all three research hypotheses, which included: Learning of cognitive self-regulation strategies to reduce the students' academic burnout, learning of cognitive self-regulation strategies to reduce the students' cognitive dissonance and learning of cognitive self-regulation strategies to progress the students' academic performance.