Comparison of the Effect of Pattern-Based Intervention and Acceptance-Based Therapy on Self-Regulation and Empirical Avoidance of Procrastinating high school students
Subject Areas : Educationalhossein hedayat 1 , ilnaz sajjadian 2 , Ahmad Abedi 3 , Mohammad Raza Abedi 4
1 - Department of Counseling, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran.
2 - Associate Professor, Department of Clinical Psychology, Community Health Research Center, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran.
3 - Professor, Department of Psychology and Education of children with Special Needs, Faculty of Educational Sciences and Psychology, University of Isfahan, Isfahan, Iran.
4 - Professor, Department of Counseling, Faculty of Educational Sciences and Psychology, University of Isfahan, Isfahan, Iran.
Keywords: academic procrastination, academic procrastination prevention training package, acceptance and commitment-based therapy, self-regulation, empirical avoidance,
Abstract :
Procrastination is one of the most common behavioral problems and is common among the general public. In addition, procrastination is associated with several psychological consequences as well as students' academic future, which doubles the need to identify and prevent it. Therefore, this study was conducted with the aim of compiling an educational package to prevent academic procrastination and compare its effect with treatment based on acceptance and commitment to self-regulation and experimental avoidance of procrastinating high school students. The sample consisted of 15 Secondary high school students in the experimental group based on pattern and 15 Secondary high school students in the experimental group based on acceptance and commitment and 15 Secondary high school students in the control group (without treatment). Research tools included Academic Procrastination Assessment Scale - Student Prescription, Learning Self-Regulation Questionnaire, Experimental Avoidance Questionnaire. In order to analyze the data, repeated measures analysis of variance was used. Findings showed that pattern-based intervention has a greater effect on self-regulation and acceptance-based therapy on empirical avoidance. Therefore, it is recommended that those involved in the field of education of students use the educational package of pursuing academic procrastination in order to improve the related problems in this field, especially self-regulation.
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