Abstract

The present study explored the usefulness of religious cognitive behavioral therapy (RCBT) in limiting impacts of academic burnout among students. The sample consisted on 87 college level undergraduatestudentsof age 17-21 years who were identified as religious (n=40) and nonreligious (n=47). They were given RCBT with repeated assessments of academic burnout at intervals i.e. pre-intervention (T1), intervention after one week (T2) and follow-up intervention after 12 weeks(T3).The analysis of variancewas conductedon academic burnout between religious and non-religiousstudents across T1, T2 and T3 intervals.It demonstrated the effect of timeinterval significantly by substantiating interaction of student’stype and the interval. Results ofWilks’ Lambda and partial eta squared suggested a decrease in academic burnout across the three time intervals for religious students as compared to their counterparts’ i.e. non-religious students. Results of the study determined efficacy of RCBT and with implications for both teachers and psychotherapists to improve the students’ academic performance.

Key words: Academic Burnout, Religiosity, Religious Cognitive Behavior Therapy, Stress