Volume 11, Issue 45 (12-2022)
2022, __(45): 106-130 |
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asgari Z, amin yazdi A. Strategies for coping with burnout based on Human Integrated Developmental approach (DIR): A qualitative content analysis. Journal title 2022; 11 (45) :106-130
URL: http://erj.khu.ac.ir/article-1-1124-en.html
URL: http://erj.khu.ac.ir/article-1-1124-en.html
1- Ferdowsi University of Mashhad , ، z.asgari@mail.um.ac.ir
2- Ferdowsi University of Mashhad
2- Ferdowsi University of Mashhad
Abstract: (5079 Views)
School burnout as a major issue can seriously damage the educational and psychological process of students. The aim of this study was to develop strategies to deal with students' academic school burnout based on Human Integrated Developmental approach. The present study is a qualitative content analysis. The research content in this study was selected through a search of selected sources, documents, researches and books and was finally approved by a group of experts. Reviewing and explaining texts, examining and reflecting on sources, extracting open source, subcategories, categories and reaching the main themes and naming each one, are the steps taken in this research. In order to ensure the content validity of the obtained data, the four GABA Lincoln criteria and interviews with 15 school counselors and psychologists were used. After making corrections, all sections had the necessary validity and validity. The process of coding and content analysis showed that strategies to deal with academic burnout based on the integrated transformation approach can be explained in three main parts, which are: 1- Emotion-based interactions in schools; 2- school development function 3- Adapting learning to individual differences. The main themes obtained in explaining the data can be considered by teachers, counselors and those in charge of education at different levels of prevention, education, curriculum and other issues.
Type of Study: Research Paper |
Subject:
Educational Psychology
Received: 2022/01/17 | Revised: 2023/11/21 | Accepted: 2023/05/21 | ePublished: 2023/11/11
Received: 2022/01/17 | Revised: 2023/11/21 | Accepted: 2023/05/21 | ePublished: 2023/11/11
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