Abstract
The impact of academic burnout on gifted students with learning disabilities (G/LD students) can be devastating due to their perfectionistic tendencies, emotional sensitivities, self-imposed academic standards, and lack of support from their teachers. This study aimed to examine the effectiveness of cognitive behavioral therapy (CBT) in addressing academic burnout in G/LD students. The study utilized a randomized trial design, with a CBT group (n=47) and a waiting-list control group (n=47). The CBT intervention for burnout (CBI-B) consisted of 16 sessions lasting 40 minutes each, given twice a week over eight weeks. Data analysis was conducted using a 2 x 3 mixed design, considering Group (CBT vs. Control) as a between-groups factor and Time (pre-test vs. post-test vs. follow-up) as the within-groups factor. The results indicated that CBT significantly reduced academic burnout in G/LD students. Given the impact of academic burnout on educational outcomes, future CBT research should aim to include a more diverse population of students with special needs.