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The Effects of Academic-Performance and Rational-Emotive Behavioral-Thinking Interventions on Student Burnout

Last registered on September 21, 2026
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Pre-Trial

Trial Information

General Information

Title
The Effects of Academic-Performance and Rational-Emotive Behavioral-Thinking Interventions on Student Burnout
RCT ID
AEARCTR-0019713
Initial registration date
September 11, 2026

Initial registration date is when the trial was registered.

It corresponds to when the registration was submitted to the Registry to be reviewed for publication.

First published
September 21, 2026, 8:30 AM EDT

First published corresponds to when the trial was first made public on the Registry after being reviewed.

Locations

Country
United States of America
Region
Arizona

Primary Investigator

Name
Tauhidur Rahman
Affiliation
The University of Arizona
Contact Primary Investigator

Other Primary Investigator(s)

PI Name
Charles Noussair
PI Affiliation
Georgia State University
Contact Investigator
PI Name
Justin Betts
PI Affiliation
The University of Arizona
PI Name
Natalie O'Farrell
PI Affiliation
The University of Arizona

Additional Trial Information

Status
In development
Start date
2026-09-12
End date
2026-12-20
Keywords
Behavior, Education
Additional Keywords
Student Burnout, Academic Performance, Well-Being, Rational-Emotive Behavioral Thinking, Academic Skills, College Students, Educational Intervention
JEL code(s)
I21, D91
Secondary IDs
Prior work
This trial does not extend or rely on any prior RCTs.
Abstract
This study evaluates whether educational interventions designed to (1) improve academic performance and (2) promote rational-emotive behavioral thinking can prevent or remediate student burnout. We conduct a randomized controlled trial among University of Arizona students. Participants are randomly assigned in approximately equal numbers to one of four conditions in a 2 x 2 between-subjects factorial design: (1) control, (2) Academic-Performance Treatment (APT), (3) Rational-Emotive Behavioral-Thinking Treatment (REBT), or (4) a combined APT+REBT treatment. The interventions consist of online educational and informational modules delivered through the University of Arizona Brightspace platform. The primary outcome is student burnout. Secondary outcomes include academic performance and overall well-being. Four survey waves will allow us to examine changes in burnout and well-being over the semester, as well as potential mechanisms through which the interventions operate. Academic performance during the Fall 2026 semester will also be assessed. The study will estimate intention-to-treat effects of assignment to each intervention condition.
External Link(s)

Registration Citation

Citation
Betts, Justin et al. 2026. "The Effects of Academic-Performance and Rational-Emotive Behavioral-Thinking Interventions on Student Burnout." AEA RCT Registry. September 21. https://doi.org/10.1257/rct.19713-1.0
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Experimental Details

Interventions

Intervention(s)
Participants will be randomly assigned to one of four study groups in a 2 x 2 factorial design involving two intervention components: an Academic-Performance Treatment (APT) and a Rational-Emotive Behavioral-Thinking Treatment (REBT).
Intervention Start Date
2026-09-12
Intervention End Date
2026-12-20

Primary Outcomes

Primary Outcomes (end points)
Student burnout, measured using the burnout measures included in the study surveys. The principal endpoints are burnout measured at the third and final survey waves.
Primary Outcomes (explanation)
The primary analysis will estimate intention-to-treat effects of assignment to the Academic-Performance Treatment (APT) component and assignment to the Rational-Emotive Behavioral-Thinking Treatment (REBT) component on student burnout. The principal hypotheses are that assignment to APT and assignment to REBT will each reduce burnout.

Secondary Outcomes

Secondary Outcomes (end points)
1. Academic performance in participants’ Fall 2026 courses.
2. Overall well-being measured using the study surveys.
3. Mechanism outcomes related to emotions, time use, academic habits and behaviors, beliefs, perceived ability to meet academic goals, and rational-emotive patterns of thinking.
Secondary Outcomes (explanation)
Secondary analyses will estimate the effects of treatment assignment on academic performance and overall well-being. The study will also examine potential mechanisms through which the interventions affect burnout, academic performance, and well-being. The Academic-Performance Treatment is hypothesized to operate through changes in academic habits, behaviors, and perceived ability to meet academic goals. The Rational-Emotive Behavioral-Thinking Treatment is hypothesized to operate through emotional responses, beliefs, and rational-emotive patterns of thinking.

Experimental Design

Experimental Design
The experiment is a four-arm randomized controlled trial employing a 2 x 2 between-subjects factorial design. The two intervention factors are: (1) access to the Academic-Performance Treatment (APT) and (2) access to the Rational-Emotive Behavioral-Thinking Treatment (REBT).

Participants will therefore be assigned to one of four conditions:

1. Control: no APT, no REBT
2. APT: APT only
3. REBT: REBT only
4. Combined: both APT and REBT

Participants will complete a baseline survey prior to treatment assignment and three follow-up surveys during the Fall 2026 semester. Treatment materials will be delivered through University of Arizona Brightspace. The control group will not receive the intervention materials during the study.
Experimental Design Details
Not available
Randomization Method
Participants will be stratified by academic major (STEM versus non-STEM), class standing (freshman, sophomore, junior, or senior), and gender. Within the resulting strata, participants will be randomly assigned in approximately equal numbers to the four experimental conditions: Control, APT, REBT, and Combined APT+REBT. The randomization will be done in office by a computer.

Randomization Unit
Individual participant
Was the treatment clustered?
No

Experiment Characteristics

Sample size: planned number of clusters
Not applicable.
Sample size: planned number of observations
400 students
Sample size (or number of clusters) by treatment arms
Control: approximately 100
APT: approximately 100
REBT: approximately 100
Combined APT+REBT: approximately 100
Minimum detectable effect size for main outcomes (accounting for sample design and clustering)
Supporting Documents and Materials
IRB

Institutional Review Boards (IRBs)

IRB Name
University of Arizona Institutional Review Board
IRB Approval Date
2026-09-08
IRB Approval Number
STUDY00008574
Analysis Plan