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 popul
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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.
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