The effectiveness of training mindfulness-based cognitive therapy on social support, academic procrastination and academic achievement of students
Subject Areas : social psychology
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Abstract :
The aimed of this research was determined the effectiveness of training mindfulness-based cognitive therapy on social support, academic procrastination and academic achievement of students. Present research was a semi experimental with a pre-test and post-test design and with an experimental and control groups. The research population was included high school students of Tehran city in 2017-18 academic. Research sample was 30 student whitch selected through available sampling method and randomly assigned to experimental and control groups (each group 15 student). The experimental group trained for 8 sessions of 60 minutes by mindfulness-based cognitive therapy and the control group doesn’t receive any training. Groups completed the questionnaires of social support (Zimet) and academic procrastination (Solomon & Rothblum, 1984) and teacher-made test was considered as an indicator of academic achievement. Data was analyzed with multivariate analysis of covariance method (MANCOVA). The findings showed that there was a significant difference between experimental and control groups in variables of social support, academic procrastination and academic achievement of students. In the other words training mindfulness-based cognitive therapy significantly increased the social support, academic procrastination and academic achievement of students (P<0/05). The results showed that training mindfulness-based cognitive therapy was effective on improving social support, academic procrastination and academic achievement of students.