KMAN Publication Inc. (KMANPUB) Journal of Adolescent and Youth Psychological Studies (JAYPS) 2981-2526 6 Serial Number 39 2025 11 10 Comparison of the Effectiveness of Imago Therapy and Schema Therapy on Executive Functions in Students with Academic Burnout Comparison of the Effectiveness of Imago Therapy and Schema Therapy on Executive Functions in Students with Academic Burnout 1 11 10.61838/kman.jayps.4613 EN Journal Article 2025 07 11 <table> <tbody> <tr> <td> <p><strong>Objective:</strong>  This study aimed to compare the effectiveness of Imago therapy and schema therapy in improving executive functions among university students experiencing academic burnout.</p> <p><strong>Methods and Materials: </strong>The research employed a quasi-experimental design with a pretest–posttest–follow-up structure and a control group. The statistical population consisted of undergraduate students from Shiraz Nonprofit University during the 2024–2025 academic year who met the criteria for academic burnout. Forty-five students were selected using convenience sampling and randomly assigned to three groups: two experimental groups (Imago therapy and schema therapy) and one control group, each comprising 15 participants. The experimental groups received Imago therapy (seven 120-minute modules) and schema therapy (eight 90-minute sessions), while the control group received no intervention. Data were collected at three stages—pretest, posttest, and follow-up—using the Academic Burnout Questionnaire and the Behavior Rating Inventory of Executive Function–Adult Version (BRIEF-A). Data analysis was performed using repeated measures analysis of variance (ANOVA) and Bonferroni post hoc tests with SPSS version 25.</p> <p><strong>Findings: </strong>The results demonstrated that both therapeutic interventions led to statistically significant improvements in executive functions—including working memory, cognitive flexibility, and response inhibition—compared with the control group (p &lt; .001). Additionally, Imago therapy showed significantly greater effectiveness than schema therapy in both the posttest and follow-up stages (F(4,114) = 12.021, p &lt; .001, η² = .297).</p> <p><strong>Conclusion: </strong>These findings highlight the importance of relationship-based and reflective interventions in improving cognitive regulation and reducing academic burnout.</p> </td> </tr> </tbody> </table> https://journals.kmanpub.com/index.php/jayps/article/download/4613/8427