Abstract
The purposes of the current study were to 1) develop a learning burnout assessment for Thai undergraduate students and 2) examine the effects of a positive thinking training program on Thai undergraduate students’ learning burnout. The study was divided into two parts: the instrumental development of the assessment tool and the implementation of the positive thinking training program. The first part involved 250 undergraduate students selected using a multi-stage sampling method. The second part involved implementing the positive thinking training program with 25 participants. The results led to the creation of a learning burnout assessment tool for Thai undergraduate students, encompassing the components of emotional exhaustion, social disengagement, and academic workload. The assessment tool demonstrated content validity, construct validity, and reliability. Additionally, the positive thinking training program effectively reduced learning burnout among participants. This study contributes to the field by introducing a validated learning burnout assessment tool in the Thai educational context and demonstrating the benefits of psychological training in reducing learning burnout.
Published Version
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