The Effectiveness of Mindfulness Training on Achievement Motivation and Academic procrastination of Students

Subject Areas : Educational Psychology

mohadeseh sayyadi ghasabeh ¹ (Department of Psychology, Rasht Branch, Islamic Azad University, Rasht, Iran)
leila moghtader ² (Department of Psychology, Rasht Branch, Islamic Azad University, Rasht, Iran)

Received: 2020-10-31 Accepted : 2021-02-21 Published : 2021-08-23

Keywords: achievement motivation, Academic Procrastination, : mindfulness,

Abstract :

The aim of this study was to investigate the effectiveness of mindfulness training on students' achievement motivation and academic procrastination. The research method was quasi-experimental with pre-test and post-test design with control group. The statistical population of this study included 106 sixth grade male students in Rasht City in the academic year 2019- 2020 Who were selected by available sampling and 30 of these students who received the lowest score in Achievement Motivation Questionnaire and the highest score in Academic Procrastination Questionnaire They were selected as a research sample and randomly assigned to two groups of control (n = 15) and experimental (n = 15). The experimental group received mindfulness training in 8 sessions of 90 minutes but the control group did not receive any intervention. For data collection, Hermans Progress Motivation Questionnaire and Solomon and Roth Bloom Academic Procrastination Questionnaire were used. The collected data were analyzed using multivariate analysis of covariance. The results showed that after mindfulness training, the average of the experimental group in the variables of achievement motivation and components of academic procrastination (preparing for the exam and preparing for homework) there is a significant difference (P< 0/01). In conclusin, it can be said that the use of mindfulness training is effective in improving the motivation for progress and reducing students' academic procrastination.

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Barzabadi, F, N., Emamipour, S., & Sepah Mansour, M. (2020). The effectiveness of social-emotional learning education on students' academic procrastination and communication skills. Journal of Educational Research, 62(15): 33-56 [In Persian].

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Cross, D. R., & Paris, S. G. (2010). Developmental and instructional analyses of children’s Meta cognition and reading comprehention. Journal of Educational Research, 18(3): 232 –242.

Dewhirst, C. B., & Goldman, J. (2020). Launching motivation for mindfulness: introducing mindfulness to early childhood preservice teachers. Published online, 190(8): 1299-1312.

Dionne, F., Gagnon, J., Carbonneau, N., Hallis, L., Gregoire, S., & Balbinotti, M. (2016). Using Acceptance and Mindfulness to Reduce Procrastination Among University Students: Results from a Pilot Study. Revista Praksis, 1(13): 8-20.

Dust, S. V., Liu, H., Wang, S., & Reina, C. S. (2021). The Effect of Mindfulness and Job Demands on Motivation and Performance Trajectories Across the Workweek: An Entrainment Theory Perspective. Journal of Applied Psychology. Advance online publication. DOI: 10.1037/apl0000887

Ferrari, J. R., Crum, K. P., & Pardo, M. A. (2018). Decisional Procrastination: Assessing Characterological and Contextual Variables around Indecision. Current Psychology, 37(2): 436-440.

Flett, G. L., Schmidt, D. H., Besser, A., & Hewitt, P. (2016). Interpersonal personality vulnerabilities, stress, and depression in adolescents: Interpersonal hassles as a mediator of sociotropy and socially prescribed perfectionism. International Journal of Child and Adolescent Resilience (IJCAR), 4(1): 103-121.

Gehart, D. R. (2012). Mindfulness and Acceptance in Couple and Family Therapy. New York: Springer Science.

Ghasemi, J, R. (2015). The effectiveness of mindfulness training in reducing marital burnout in women with addicted spouses. Master Thesis. Kharazmi University, Faculty of Educational Sciences and Psychology, Department of Counseling [In Persian].

Ghasemi, J, R., Mousavi, S, W., Zanipour, A., & Hosseini, S, M. S. (2016). The relationship between mindfulness and emotion regulation with students' academic procrastination. Journal of Educational Strategies in Medical Sciences, 9(2): 134-141 [In Persian].

Glick, D. M., & Orsillo, S. M. (2015). An Investigation of the Efficacy of Acceptance-Based Behavioral Therapy for Academic Procrastination. Journal of Experimental Psychology: General, 144(2): 400-409.

Gordon, D, J. (2009). A Critical History of Mindfulness-Based Psychology. Wesleyan University, Connecticut, BA.

Gort, C., Marcusson-Clavertz, D., & Kuehner, C. (2021). Procrastination, Affective State, Rumination, and Sleep Quality: Investigating Reciprocal Effects with Ambulatory Assessment. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 39(1): 58-85.

Habibi, M. (2019). The effectiveness of mindfulness-based stress reduction training on procrastination and motivation of female students. Journal of Psychological Development, 8(11): 57-66 [In Persian].

Hashemi, F., Dortaj, F., Farrokhi, N. A. & Nasrollahi, B. (2019). The effectiveness of mindfulness training on academic procrastination and academic stress in eighth grade female students. Journal of Educational Psychology, 15(52): 1-13 [In Persian].

Heidari, M. (2017). Investigating the effect of storytelling on achievement motivation and self-concept of primary school students. Master Thesis. Tarbiat University and Shahid Rajaei Secretary, Faculty of Humanities, Department of Counseling [In Persian].

Hermans, H. (1970). Hermans Progress Motivation Questionnaire. Translated by Abolfazl Karami. (2019). Tehran: Psychometric Publishing Center [In Persian].

Hussain, I., & Sultan, S. (2010). Analysis of procrastination among university students. Procedia Social and Behavioral Sciences, 5(1): 1897-1904.

Jalilzadeh, H., & Zarei, H, A. (2018). The effectiveness of teaching self-regulatory strategies on academic motivation and test anxiety in students. Journal of Education and Evaluation, 11(42): 13-36 [In Persian].

Javaherforoshzadeh, M., & Soltani Kouhbanani, S. (2016). The effectiveness of mindfulness skills training on the motivational structure of female students. Journal of Principles of Mental Health, Special Issue of the Third International Conference on Psychology and Educational Sciences, 40- 436 [In Persian].

Jokar, B., & Delavarpour, M, A. (2007). The relationship between educational procrastination and achievement goals. New Educational Thoughts, 3 (3 and 4), 61-80 [In Persian].

Kabat - Zinn, J. (2003). Mindfulness-Based Interventions in Context: Past, Present, and Future. Clinical psychology: science and practice, 10(2): 144-156.

Kagan, M., Calkir, O., Ilhan, T., & Kandemir, M. (2010). The explanation of the academic procrastination behaviour of university students with perfectionism, obsessive – compulsive and five factor personality traits.  Procedia Social and Behavioral Sciences, 2(2): 2121-2125.

Khosravi, S. (2017). The effectiveness of mindfulness group training on academic self-efficacy and academic motivation of third grade female high school students in Kermanshah. Master Thesis. Razi University, Faculty of Social Sciences, Department of Counseling and Counseling [In Persian].

Kim, K. R., & Seo, E. H. (2015). The relationship between procrastination and academic performance a meta- analysis. Personality and individual differences, 82(1): 26 – 33.

Liping, S. (2016). Intervention Study of Mindfulness Training on Middle School Students' Academic Procrastination. Zhang Qian Chongqing Normal University, MA. B844.2. http://cdmd.cnki.com.cn/Article/CDMD-10637-1016140680.htm.

Lotfabadi, H. (2014). Educational Psychology, Samat Publications. Tehran: Eighth edition [In Persian].

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