Determining the effect of teaching stress reduction techniques based on character strengths on reducing academic burnout and the difficulty of emotional regulation in Mashhad medical students.
Design
The sample size of 40 people is equally divided into two control and intervention groups of 20 people. Participants are randomly assigned to one of two groups using a computer.
Settings and conduct
The intervention is done as a group in one of the classes of the Faculty of Medicine of Mashhad University of Medical Sciences.
Participants/Inclusion and exclusion criteria
Having physical health.
Not having a psychiatric disorder.
Not receiving similar training in the last 6 months.
Not visiting a psychologist and receiving psychotherapy.
Intervention groups
In the experimental group, the training program of stress reduction techniques based on character strengths will be implemented in 6 sessions. This training is based on the book The strengths-based workbook for stress relief: a character strengths approach to finding calm in the chaos of daily life. The training will be for 9 hours in the form of a 1:30-hour session, which will be taught by a master's degree student in clinical psychology, under the supervision of a respected instructor, in one of the classes of the medical school. The control group gathers together during meetings in one of the faculty's classes, but they do not receive training and only talk about their daily and academic stress. Also, the members of the experimental group are asked not to transfer the training they receive to the members of the control group until the end of the research.
Main outcome variables
academic burnouton؛ difficulty in emotional regulation
General information
Reason for update
Acronym
IRCT registration information
IRCT registration number:IRCT20240522061866N1
Registration date:2024-08-20, 1403/05/30
Registration timing:prospective
Last update:2024-08-20, 1403/05/30
Update count:0
Registration date
2024-08-20, 1403/05/30
Registrant information
Name
Alireza Baghban Taraghdari
Name of organization / entity
Country
Iran (Islamic Republic of)
Phone
+98 51 3551 1657
Email address
baghbana4012@mums.ac.ir
Recruitment status
Recruitment complete
Funding source
Expected recruitment start date
2024-08-22, 1403/06/01
Expected recruitment end date
2024-10-22, 1403/08/01
Actual recruitment start date
empty
Actual recruitment end date
empty
Trial completion date
empty
Scientific title
The effect of stress relief strategies training based on character strengths on academic burnout and difficulty in emotional regulation of students
Public title
The effect of stress relief strategies training based on character strengths on academic burnout and difficulty in emotional regulation of students
Purpose
Supportive
Inclusion/Exclusion criteria
Inclusion criteria:
Having physical health.
All students of Mashhad University of Medical Sciences.
Exclusion criteria:
Not receiving similar training in the last 6 months.
Not visiting a psychologist and receiving psychotherapy.
Not having a psychiatric disorder.
Age
No age limit
Gender
Both
Phase
N/A
Groups that have been masked
No information
Sample size
Target sample size:
40
Randomization (investigator's opinion)
Randomized
Randomization description
After collecting the sample, a simple randomization method is used, which is the individual randomization unit. In this method, people's names are sorted alphabetically and codes from 1 to 40 are assigned to each of them. For this purpose, the program Random allocation version 1.0 is used, which is prepared from the website www.random-allocation-software.software.informer.com, which defines two intervention and control groups, and with each click, it is determined which group the subject belongs to. Placed. This process continues until all research samples are randomly replaced in two groups.
Blinding (investigator's opinion)
Not blinded
Blinding description
Placebo
Not used
Assignment
Parallel
Other design features
Secondary Ids
empty
Ethics committees
1
Ethics committee
Name of ethics committee
Ethics Committee of Mashhad University of Medical Sciences
academic burnout, difficulty in emotional regulation
ICD-10 code
ICD-10 code description
Primary outcomes
1
Description
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.
2
Description
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 emotional clarity. The results of Gertz and Romer's research indicate that this scale has a high internal consistency of 0.93. All 6 subscales of this questionnaire have Cronbach's alpha above 0.80%, also in another study, Cronbach's alpha for acceptance is 0.72, goals is 0.84, impulse is 0.86 and the whole scale is 0. .90 was obtained. In internal investigations, in the research of Azizi, Mirzaei and Shams, the Cronbach's alpha of this questionnaire was estimated at 0.92.
Secondary outcomes
empty
Intervention groups
1
Description
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 implementation of this training, the questionnaires of emotional regulation difficulty and academic burnout are completed, the training to deal with stress based on character Strengths includes the training of strategies to identify different Strengths, which includes different exercises in each session, these strategies are in the form of exercises that are described below in the description of the sessions It is explained, it is done based on the book The strengths-based workbook for stress relief: a character strengths approach to finding calm in the chaos of daily life. Description of the content of the meetings. First session: welcoming and giving information about group rules, empathy, non-judgment of others, pointing out the need to do homework, time and number of sessions. Examining the current level of well-being and explaining the PERMA model and creating a different way of thinking about stress. Assignment: Assessment of thinking about stress, turning stress into growth, completing the Well-Being Core Area Assessment (PERMA) and sharing practice. The second session: introducing the types of personality Strengths, creating an ability-oriented mindset and explaining the abilities and VIA classification, determining the ability profile, practical assessment of the abilities, teaching how to use character abilities. and using capabilities, using key capabilities in the week and sharing practice. The third session: training to react to stress using capabilities, training to use Rode Mape, training to be excellent in pressure situations, training to deal with stress using a three-step approach, planning to deal with stress and learning how to identify capabilities. Task: identifying the superior ability and combining it with intellectual Strengths, completing the planning table for the week, self-monitoring the Strengths. Fourth session: teaching how to turn ability into a habit, adapting to one's abilities, internal and external use of Strengths, and discovering the support network. Assignment: identifying habits, practicing using internal and external capabilities, planning to transform capabilities into habits. The fifth session: training on the use of Strengths in the field of work and health, finding the optimal use of Strengths, using Strengths in the work environment, using Strengths in the field of health, overcoming stress in relationships, teaching the model of positive relationships and personal Strengths, appreciation and acceptance and cultivating the seeds of capabilities in others. Task: practice finding the optimal level, growing Strengths and practicing the four-faceted synergy model. Sixth session: training to be present in the present moment to build self-confidence and flexibility, training in mindfulness, positive evaluation of unpleasant experiences, training in using mindfulness to change the shape of a daily activity, find meaning and expand it. Assignment: practice mindfulness, practice using mindfulness to transform an everyday activity, and practice finding meaning.
Category
Lifestyle
2
Description
Control group: a group that does not receive any intervention and only pre-test and post-test are taken from them at the same time as the intervention group.