The Effectiveness of Mindfulness-Based Stress Reduction and Dialectical Behavior Therapy on Self-Determination Needs and Academic Burnout among Students Showing Depressive Symptoms

Background: The satisfaction of self-determination needs and alleviation of academic burnout help students reduce/adjust the stress and psychological pressure resulting from studies and the university entrance examinations. The present study aimed to investigate the effectiveness of mindfulness-based stress reduction (MBSR) and dialectical behavior therapy (DBT) on self-determination needs and academic burnout among students showing depressive symptoms in Dehloran (Iran).Methods: In this experimental study, the statistical population comprised all female twelfth-grade high-school students studying for the university entrance exam in Dehloran, Iran in the academic year ۲۰۲۰-۲۱. The sample consisted of ۴۵ students showing depressive symptoms who were selected by convenience sampling, and then randomly divided into two experimental (MBSR and DBT) and a control group (n=۱۵ each). Either MBSR or DBT intervention was administered to the experimental groups, but the control group received no intervention. The research instruments included the Self-Determination Needs Scale, Academic Burnout Scale, and Beck Depression Inventory-II (BDI-II). The data were analyzed via descriptive statistics and multivariate analysis of covariance (MANCOVA).Results: The results showed that MBSR and DBT both positively affected the self-determination needs (F=۹۲.۴۴, Pvalue=۰.۰۰۱) and academic burnout (F=۶۸.۵۴, Pvalue=۰.۰۰۱) of students studying for the university entrance exam and showing depressive symptoms. According to the results, MBSR was more effective in students' self-determination and academic burnout (Pvalue=۰.۰۱).Conclusions: It was found that both MBSR and DBT can help improve the self-determination needs and academic burnout of female high-school students studying for the university entrance exam and showing depressive symptoms.Keywords: Mindfulness, Dialectical behavior therapy, Self-determination, Depression, StudentsBackground: The satisfaction of self-determination needs and alleviation of academic burnout help students reduce/adjust the stress and psychological pressure resulting from studies and the university entrance examinations. The present study aimed to investigate the effectiveness of mindfulness-based stress reduction (MBSR) and dialectical behavior therapy (DBT) on self-determination needs and academic burnout among students showing depressive symptoms in Dehloran (Iran). Methods: In this experimental study, the statistical population comprised all female twelfth-grade high-school students studying for the university entrance exam in Dehloran, Iran in the academic year ۲۰۲۰-۲۱. The sample consisted of ۴۵ students showing depressive symptoms who were selected by convenience sampling, and then randomly divided into two experimental (MBSR and DBT) and a control group (n=۱۵ each). Either MBSR or DBT intervention was administered to the experimental groups, but the control group received no intervention. The research instruments included the Self-Determination Needs Scale, Academic Burnout Scale, and Beck Depression Inventory-II (BDI-II). The data were analyzed via descriptive statistics and multivariate analysis of covariance (MANCOVA). Results: The results showed that MBSR and DBT both positively affected the self-determination needs (F=۹۲.۴۴, Pvalue=۰.۰۰۱) and academic burnout (F=۶۸.۵۴, Pvalue=۰.۰۰۱) of students studying for the university entrance exam and showing depressive symptoms. According to the results, MBSR was more effective in students' self-determination and academic burnout (Pvalue=۰.۰۱). Conclusions: It was found that both MBSR and DBT can help improve the self-determination needs and academic burnout of female high-school students studying for the university entrance exam and showing depressive symptoms. Keywords: Mindfulness, Dialectical behavior therapy, Self-determination, Depression, Students