The Effectiveness of Group Metacognitive Therapy on Procrastination and Academic Self-Handicapping in Students with Math Learning Anxiety
The Effectiveness of Group Metacognitive Therapy on Procrastination and Academic Self-Handicapping in Students with Math Learning Anxiety
Subject Areas : Educational Psychology
rahim badri gargari 1 , shahram vahedi 2 , علی ایمان زاده 3 , hedyeh gasemi 4
1 - گروه علوم تربیتی و روانشناسی، دانشکده علوم تربیتی و روانشناسی دانشگاه تبریز
2 - University of Tabriz
3 - دانشیار دانشکده روان شناسی و علوم تربیتی دانشگاه تبریز
4 - University of Tabriz
Keywords: Academic Procrastination, Academic Self-Handicapping, Group Metacognitive Therapy, Math Learning Anxiety,
Abstract :
The present study aimed to investigate the effectiveness of group metacognitive therapy on academic procrastination and academic self-handicapping among students with math learning anxiety. This quasi-experimental study employed a pretest-posttest-follow-up design with a control group. The statistical population consisted of ninth-grade female students in the first stage of secondary school in Tabriz during the 2024–2025 academic year. Using purposive sampling based on inclusion criteria, 30 students with high math learning anxiety were selected and randomly assigned to experimental and control groups. The experimental group participated in eight 90-minute sessions of group metacognitive therapy based on Adrian Wells' protocol, while the control group received no intervention. The data collection tools included the Math Learning Anxiety Questionnaire (Pekrun & Parker), the Academic Procrastination Scale (Solomon & Rothblum) and the Academic Self-Handicapping Scale (Schwinger). Data were analyzed using mixed analysis of variance (ANOVA). The results showed that group metacognitive therapy significantly reduced academic procrastination and academic self-handicapping in the experimental group compared to the control group. Furthermore, the effects remained stable during a three-month follow-up period. Based on these findings, group metacognitive therapy can be considered an effective and enduring intervention to alleviate the negative academic outcomes associated with math learning anxiety in students.
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