Purpose: The aim of this study was to compare the effectiveness of stress management training and self-management to mothers on reducing their children's academic procrastination.
Methodology: This was a quasi-experimental study with a pretest-posttest design and one-m More
Purpose: The aim of this study was to compare the effectiveness of stress management training and self-management to mothers on reducing their children's academic procrastination.
Methodology: This was a quasi-experimental study with a pretest-posttest design and one-month follow-up with a control group. The statistical population included female high school students in District 5 of Tehran and their mothers in the academic year 2918-2019. The statistical sample of this study was 48 students along with their mothers who were selected by convenience sampling. Then their mothers were randomly replaced in four groups (three experimental groups and one control group). The stress management and self-management training program and integrated training (stress management and self-management) in 8 sessions of 60 minutes, twice a week. The research instruments included academic procrastination questionnaire (Savari, 2011), data were analyzed using repeated measures analysis of variance test and Benferoni post hoc test using SPSS software version 23.
Findings: Combined training has been a more effective method in reducing procrastination scores compared to the other three methods. The results show that in contrast to the two components of deliberate procrastination and procrastination due to fatigue, the difference between the adjusted means of procrastination component due to unplanned and total procrastination score in the two management groups and the group Control (p=0.001) is significant. And this issue shows the significant effectiveness of self-management training method in reducing procrastination due to unplanned and the total score of procrastination. Also, the effect of all three educational methods on mothers in the follow-up phase reduced the academic procrastination of their daughters and there is no significant difference in the effectiveness of these three methods in reducing academic procrastination.
Conclusion: Integrated stress management training and self-management to mothers permanently reduces their children's academic procrastination. Implementing a combination of stress management and self-management training program for mothers has reduced their children's academic procrastination compared to the control group. Based on this, it is concluded that the combined training of stress management and self-management to mothers, continuously reduces the dimensions of procrastination of children.
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This research aimed to examine the effectiveness of Progressive Relaxation Training in evaluating the stress of daily life events. 100 female students of consulting were randomly selected from Azad University and Personal Views Survey (PVS; Hardiness Institute,1985), Se More
This research aimed to examine the effectiveness of Progressive Relaxation Training in evaluating the stress of daily life events. 100 female students of consulting were randomly selected from Azad University and Personal Views Survey (PVS; Hardiness Institute,1985), Self-esteem Inventory (Coopersmith, 1967), and Cattell Anxiety Scale (Cattell,1958) were administered. After random assignment of participants to a control and an experimental group, the experimental group received 10 weekly sessions of progressive relaxation training (Jackobson, 1934). Next, the Hassles and Uplifts Scale (Delongis et al, 1982) was administered to both groups. Data showed that by controlling the levels of self-esteem, hardiness and tension, the experimental group, after receiving the relaxation training, appraised the daily life events as less stressful than the control group that did not receive the training.
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The purpose of this study was to determine the effectiveness of stress management model on the quality of working life of teachers. The method of this research was quasi-experimental study and the design used in this research was pre-test, post-test, follow-up design. T More
The purpose of this study was to determine the effectiveness of stress management model on the quality of working life of teachers. The method of this research was quasi-experimental study and the design used in this research was pre-test, post-test, follow-up design. The statistical population consisted of all the high school teachers of the city of Shahriyar who were teaching in the 2018. From this community, 60 people were selected randomly and based on the Cochran formula and were divided into two groups of 30 people. The research tool was Walton Quality of Work Life Questionnaire (1973), whose validity and reliability have been confirmed in numerous studies. Data were analyzed using covariance analysis. The results of the statistical analysis showed that there was a significant difference in the quality of life of the teachers in the experimental group compared with the control group (p
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