Academic burnout is characterised by mental and emotional distress among different populations of learners. Rational emotive-behaviour therapy (REBT) has shown great promise in helping students manage mental distress. As such, this study determined the effect of an REBT program on burnout among 138 adult learners who are also teachers. We also investigated the extent to which learners' characteristics such as age, gender, academic level, and marital status moderated the REBT program's effect. The participants were assigned to the intervention group (n = 69) and control group (n = 69). The intervention group participated in the REBT program for eleven weeks while the control group received placebo treatment during this period. Burnout scores were measured at pretest, posttest and follow-up using the Oldenburg Burnout Inventory for Students (OLBI-S). The study found that adult learners who took part in the school-based REBT program had significant improvement in their burnout scores over time compared to adult learners who did not participate in it. Hence, the REBT program was effective in helping adult learners who are teachers manage their burnout. Learners’ demographic factors (gender, academic level, marital status and age) did not significantly moderate the REBT program's effect on burnout. The researchers discussed the significance of the findings and offered recommendations for future studies.

学术倦怠的特点是不同人群之间的精神和情感困扰。理性的情绪行为疗法（REBT）在帮助学生应对精神困扰方面显示出巨大的希望。因此，这项研究确定了REBT计划对138名也是教师的成年学习者的倦怠的影响。我们还调查了学习者的特征（例如年龄，性别，学历和婚姻状况）在多大程度上减轻了REBT计划的影响。参与者被分为干预组（n  = 69）和对照组（n = 69）。干预组参加了REBT计划十一周，而对照组在此期间接受了安慰剂治疗。使用奥登堡学生倦怠量表（OLBI-S）在测试前，测试后和随访中测量倦怠分数。该研究发现，与未参加该计划的成年学习者相比，参加基于学校的REBT计划的成年学习者的倦怠分数随着时间的推移有了显着改善。因此，REBT计划有效地帮助了作为教师的成年学习者解决倦怠问题。学习者的人口因素（性别，学历，婚姻状况和年龄）并未显着缓解REBT计划对倦怠的影响。研究人员讨论了研究结果的重要性，并为以后的研究提供了建议。