Educational Psychology
Iman Farjaleh Chaabi:; Mahnaz Mehrabizadeh Honarmand; Naser Amini
Abstract
IntroductionHigher education in the health system is a fundamental element in the comprehensive development of the country and one of the most important social pillars that is responsible for training and providing efficient and committed human resources in the health sector. The most valuable result ...
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IntroductionHigher education in the health system is a fundamental element in the comprehensive development of the country and one of the most important social pillars that is responsible for training and providing efficient and committed human resources in the health sector. The most valuable result of all training is the ability to get a person to do something when it needs to be done. Whether he likes it or not. The purpose of this study was to investigate and compare the effectiveness of behavioral activation therapy and schema therapy on reducing experiential avoidance in students with academic procrastination.MethodsThe research design was a pre-test-post-test experiment with a control group. The statistical population included students of the first semester of the academic year 2021-2022 of Jundishapur University of Medical Sciences, Ahvaz. The first sample of the research included 152 students who were selected from among seven faculties by multi-stage cluster random sampling method. Then the selected people responded to Solomon and Rothblum’s Academic Procrastination Scale and those whose score was one score higher than the standard deviation were separated. Then 60 people were randomly selected from among them and placed in three groups of 20 people (two experimental groups and one control group). The experimental groups received behavioral activation and schema therapy, while the control group did not receive any intervention. In this research, Solomon and Rothblum’s Academic Procrastination Scale and Gámez et al. Multidimensional Experiential Avoidance Questionnaire were used to collect data. The data were analyzed using univariate covariance analysis (ANCOVA) and SPSS-25 software.ResultsThe results showed that both behavioral activation therapy and schema therapy are effective in reducing the experiential avoidance of students with academic procrastination (F=29.71, p<0.0001); However, the effectiveness of schema therapy was higher than behavioral activation therapy (p<0.002).ConclusionAccording to the results obtained in this research, it is suggested that early identification of students with academic procrastination and their timely treatment should be done to eliminate their experiential avoidance. According to the results obtained from this research, behavioral activation and schema therapy are recommended as useful treatments to help reduce the clinical symptoms of students with academic procrastination. Therefore, the student counseling departments of medical sciences universities of the country can use this treatment to reduce the clinical symptoms of procrastinators, especially to reduce the experiential avoidance of students with academic procrastination and reduce the consequences of procrastination in them. Based on the results of this research, schema therapy and behavioral activation therapy can be used to reduce the experiential avoidance of students with academic procrastination.
Fatemeh Bagheri Hosein Abadi; Naser Yoosefi
Abstract
IntroductionToday, paying attention to the psychological, social, and educational status of students and supporting their growth and prosperity, is an important and fundamental issue in the field of education. Therefore, discovering and studying effective variables in the field of students 'problems ...
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IntroductionToday, paying attention to the psychological, social, and educational status of students and supporting their growth and prosperity, is an important and fundamental issue in the field of education. Therefore, discovering and studying effective variables in the field of students 'problems and difficulties, in addition to gaining knowledge, can be a beacon for better-solving students' problems and the development of the educational system. School truancy is a problem that causes a decline in academic performance and an increase in the number of years of study for a large number of students every year and is considered an obstacle to their potential growth. Abandonment is not only an educational issue but also an important social problem that, in addition to its social and economic consequences, also has psychological consequences and can be a preface to adolescents' crime. The aim of this study was to investigate the effectiveness of an integrated intervention based on motivational interview and metacognitive skills on academic procrastination, academic resilience, and motivation for academic achievement in students with a history of Truancy of school. MethodThe method of the present study was quasi-experimental with a pre-test-post-test design and quarterly follow-up with two experimental and control groups. The statistical population of the study included all male high school students with a history of truancy in Isfahan City. 30 students were selected by simple random sampling and replaced in experimental and control groups. Participants completed the Solomon and Roth Bloom Academic Procrastination Questionnaire, the Samoise Academic Equality Questionnaire, and the Hermans Academic Achievement Inventory Questionnaire. Data were analyzed using multivariate analysis of covariance (MANCOVA). ResultsAfter adjusting the pretest, F calculated in all components of the research, there is a significant difference between the experimental and control groups in the two stages of posttest and follow-up (sig <0.05). As a result, the intervention in the experimental group was effective. Eta squared is between 0.23 and 0.65, which indicates the desirability of the intervention. The mean test scores in the post-test stage in academic procrastination (score) of its subscales are significantly reduced (sig <0.05). The mean scores of the experiment in academic resilience (total score) of its subscales have increased (sig <0.05) and the average scores of the experimental group in motivation for academic achievement. Academic) (sig <0.05). The results showed that the integrated intervention based on motivational interview and metacognitive skills reduced academic procrastination and increased resilience and academic achievement motivation of students with a history of truancy in school. ConclusionThe present study showed that the combination of two interventions of motivational interview and metacognitive skills has a favorable effect.
Shahab Maleki; Tayebeh sharifi; Ahmad Ghzanfari; Reza Ahmadi
Abstract
IntroductionThe advancement of science and the expansion of the range of different sciences make the necessity of obtaining more and more lasting information in a shorter time inevitable. Therefore, one of the tasks of education specialists is to identify appropriate methods for faster and better learning ...
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IntroductionThe advancement of science and the expansion of the range of different sciences make the necessity of obtaining more and more lasting information in a shorter time inevitable. Therefore, one of the tasks of education specialists is to identify appropriate methods for faster and better learning of students and optimal use of learners' limited teaching time. Education specialists also have to identify the factors influencing students' academic success. Naturally, the role of parents in this field is very influential and important. The more capable parents are in communicating with each other and their children, the better they will be able to identify and resolve issues and problems in their children's education. MethodThe research method was quasi-experimental: pre-test, post-test, and follow-up with two experimental and control groups. The statistical population included all parents of male first-year high school students in Farsan who were available by sampling method (20 people in the group of positive parenting education, 20 people in the group of effective communication skills with spouse, 20 people in the control group) were chosen The two experimental groups were presented with positive parenting training and effective communication skills training in 8 sessions. Measurement tools included the Solomon and Roth Bloom (1984) Academic Procrastination Questionnaire and the Harter (1981) Academic Motivation Questionnaire. To analyze the data, statistical methods of repeated measures analysis of variance were used. ResultsThe results showed that there was a significant difference between the effectiveness of positive parenting group training and effective communication skills with spouse on the average grades of academic procrastination and academic self-efficacy of male students in two stages of post-test and follow-up test. Therefore, it can be said that the effect of positive parenting group training and effective communication skills with the spouse on academic procrastination and students' academic motivation was the same and there was no statistically significant difference between the two educational methods. Content that uses positive parenting education and effective communication skills with the spouse is used by the researcher due to many similarities such as effective verbal and non-verbal communication, positive relationships with spouse and children, love, empathy, and empathy between family members. Family ties should be abolished, and children should be more motivated to study. Therefore, no significant difference was observed between the effectiveness of the two educational methods. ConclusionThe advancement of science and the expansion of the range of different sciences make the necessity of obtaining more and more lasting information in a shorter time inevitable. Therefore, one of the tasks of education specialists is to identify appropriate methods for faster and better learning of students and optimal use of learners' limited teaching time. Education specialists also have to identify the factors influencing students' academic success.
Iman Farjaleh Chaabi; Mahnaz Mehrabizade Honarmand; Naser Amini
Abstract
Aim: The aim of this study was to examine the effectiveness of schema therapy in experiential avoidance and anxiety sensitivity of students with academic procrastination at Ahvaz Jundishapur University of Medical Sciences.Methods: It was a quasi-experimental study with a pretest-posttest design with ...
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Aim: The aim of this study was to examine the effectiveness of schema therapy in experiential avoidance and anxiety sensitivity of students with academic procrastination at Ahvaz Jundishapur University of Medical Sciences.Methods: It was a quasi-experimental study with a pretest-posttest design with a control group. The statistical population included students with academic procrastination studying at Ahvaz Jundishapur University of Medical Sciences in the academic year 2021-2022. The first sample of the research consisted of 500 students who were selected by the multi-stage cluster sampling method. These people answered the academic procrastination questionnaire of Solomon and Roth Bloom (1984), and 152 of them who got at least one score higher than the standard deviation score were separated from Among them, 42 people who met the criteria for entering the research were selected and placed in two groups of 21 people (experimental and control group). The experimental group received schema therapy; however, the control group did not receive any intervention. Other tools of this research include. Reiss et al. (1986) Anxiety Sensitivity questionnaire, and Gamez et al.’s (1988) Multidimensional Experiential Avoidance questionnaire. the research hypotheses were tested through multivariate analysis of covariance (MANCOVA) through SPSS software (version 25).Results: The results showed that there was a significant difference between the experimental and the control groups in the post-test phase in terms of experiential avoidance (p <0.0001, F = 42.81) and anxiety sensitivity (p <0.037, F = 4.67). This difference was also observed in the follow-up phase.Conclusion: Therefore, according to the findings of this study, schema therapy can be used to reduce experiential avoidance and the anxiety sensitivity of students with academic procrastination.
zahra hossinpanah; kobra kazemianmoghadam
Abstract
The purpose of this study was to test the causal relationship between cultural intelligence and academic vitality with self-directed learning through mediating academic procrastination in female students of Islamic Azad University of Dezful. The research method was descriptive and correlational. The ...
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The purpose of this study was to test the causal relationship between cultural intelligence and academic vitality with self-directed learning through mediating academic procrastination in female students of Islamic Azad University of Dezful. The research method was descriptive and correlational. The statistical population consisted of all female students of Islamic Azad University of Dezful, among whom 354 were selected by stratified random sampling. Fisher et al. (2001), Dehgani Zadeh and Hossein Chari (2012), Solomon & Rathblum academic procrastination (1984), and Ang et al.'s cultural intelligence (2004) were used to measure research variables. The proposed model was evaluated using path analysis. The results showed that in the whole sample, all path coefficients between variables were statistically significant. In addition, the direct paths of cultural intelligence, academic vitality, and academic procrastination to self-directed learning were statistically significant. Also, the direct paths of cultural intelligence and academic vitality to academic procrastination were also significant. On the other hand, the results showed that the indirect relationship between cultural intelligence and academic vitality with self-directed learning through academic procrastination was significant. Overall, the results showed that self-directed learning seems to be a phenomenon that is influenced by many factors such as cultural intelligence, academic vitality and academic procrastination.
Abstract
The aim of the current study was to investigate the effect of Cochran's career narrative therapy on academic procrastination of blind students. This is a quasi-experimental study with pretest-posttest design with control group. The statistical population of the study was all of blind students in University ...
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The aim of the current study was to investigate the effect of Cochran's career narrative therapy on academic procrastination of blind students. This is a quasi-experimental study with pretest-posttest design with control group. The statistical population of the study was all of blind students in University of Isfahan and Islamic Azad University of Khorasgan. 30 students were selected by using available sampling method and randomly divided into experimental and control groups (each group consisted of 15 students). The experimental group participated in seven sessions weekly (each session lasted 3 hours). The data was gathered by using Academic Procrastination Questionnaire and analyzed using SPSS-21. The results of the covariance analysis showed that narrative therapy decreased procrastination, in preparing for tests, and academic tasks (p < .05). However, it increased the tendency to change and negative feelings(p < .05). In addition, there was no significant difference between the two groups in preparing articles. Eventually, Cochran's narrative therapy can be used as an effective method for decreasing procrastination of blind students.
