Effectiveness of social-emotional skills training and stress management on Academic Procrastination in high school students.

Subject Areas : Educational management

asgar poursalehi ¹ , fattah nazem ² , خدیجه ابولمعالی حسینی ³

1 - student
2 - دانشیار، گروه روانشناسی، دانشگاه آزاد اسلامی واحد رودهن، ایران
3 - دانشیار، گروه روانشناسی، دانشگاه آزاد اسلامی واحد رودهن، ایران

Received: 2022-03-18 Accepted : 2022-07-15 Published : 2022-08-23

Keywords: Procrastination, Emotional-social, Stress management,

Abstract :

Introduction: The aim of this study was to reduce Academic Procrastination based on teaching social-emotional skills and stress management in high school students. Method: quasi-experimental, pre-test design, post-test, control group and follow-up. The statistical population included high school students in Tehran's 15th district of education in the academic year of 1998-99. In this study, 45 students were selected by multi-stage cluster sampling method and randomly assigned to experimental and control groups. Assessment tools were Academic Procrastination Questionnaire (Riding, 2011) and General Health) 28 (GHQ- (Goldberg, 1972). Data were analyzed by repeated measures analysis of variance and Bonferroni post hoc test. Results: It showed that teaching social-emotional skills and stress management has a significant effect on academic procrastination of high school students. Conclusion: The findings of the present study showed that emotional-social skills training and stress management can be used as an effective training to reduce academic procrastination.Keywords: Emotional-social, Stress management, Academic procrastination, Students.