The Effectiveness of Educational Interventions based on Acceptance and Commitment Therapy on Students' Academic Procrastination

Subject Areas : Clinical psychology

Saeed  Garaaghaji ¹ (PhD Candidate Tabriz University Tabriz, Iran)
Shahram  Vahedi ² (Tabriz University Tabriz, Iran)
Eskandar  FathiAzar ³ (Tabriz University Tabriz, Iran)
Yousef  Adib ⁴ (Tabriz University Tabriz, Iran)

Received: 2017-04-03 Accepted : 2017-04-03 Published : 2016-12-21

Keywords:

Abstract :

This study aimed to examine the effectiveness of acceptance and commitment therapy training on procrastination among boy secondary school students. The study design was a quasi-experimental, pretest-posttest control group. The sample was drawn from secondary school student in Tabriz. Two classes were selected by multistage cluster sampling. One class with 25 students randomly assigned to experimental group and another class with 24 students randomly assigned to control group. To assess students' academic procrastination, the Procrastination Assessment Scale-Student Form (Rothblum & Solomon, 1984) was used. The experimental group received 8 sessions of acceptance and commitment therapy techniques and strategies. The results of analysis of covariance indicated the efficacy of acceptance and commitment therapy in reducing procrastination. Using this intervention as a therapy is recommended.

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