The Effectiveness of Teaching Strategies to Reduce Academic Procrastination on Secondary Schools Students’ Academic Procrastination in Tabriz

Subject Areas : Educational Psychology

Ayat o llah Fathi ¹ , Eskandar Fathi Azaar ² , Rahim Badri ³ , Mir Mahmoud Mir Nasab ⁴ , Mohammad Bardel ⁵ , Seyyed Davoud Hoseyni Nasab ⁶

1 - دانشجوی دکتری روانشناسی تربیتی دانشگاه تبریز
2 - استاد گروه علوم تربیتی دانشگاه تبریز
3 - دانشیار گروه علوم تربیتی دانشگاه تبریز
4 - دانشیار گروه علوم تربیتی دانشگاه تبریز
5 - دانش آموخته‌ی کارشناسی‌ارشد گروه روانشناسی‌تربیتی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران
6 - 3- استاد گروه روانشناسی‌، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران

Received: 2015-06-28 Accepted : 2015-10-27 Published : 2015-08-23

Keywords: procrastination, Academic Procrastination, strategies to reduce academic procrastination,

Abstract :

Procrastination or delaying a task until tomorrow is so common that it can be considered as one of the inherent tendencies of human beings. Although, procrastination is not always a problem, in most cases, through impeding progress and attaining goals, can have unpleasant and irreparable consequences. One of the most common types of procrastination is academic procrastination. Hence, the aim of this study was to investigate the effectiveness of teaching strategies to reduce procrastination on the secondary school students’ academic procrastination in Tabriz. To this end, 36 students with high academic procrastination, through screening and preliminary study, were assigned to two experimental and control groups. The experimental group received reducing academic procrastination strategy instruction whereas the control groups were provided with common daily education. Sovari's (2011) academic procrastination scale was used for analysis the pretest and posttest.  The results of multi variatean alysis of covariance showed that the means of the experimental and control groups in deliberate academic procrastination )( and academic procrastination from physical-mental fatigue )( were significantly different but the mean of academic procrastination from non programming )(  was not significantly different from the control group. The results of the study can help school counselors and psychologists to reduce academic procrastination.

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