Comparison of the Effectiveness of Positive Parenting Group Training and Effective Communication Skills with the Spouse on Procrastination and Academic Motivation in male Male Students

Maleki, Shahab; Sharifi, Tayebeh; Ghzanfari, Ahmad; Ahmadi, Reza

doi:10.22055/psy.2022.40146.2804

Document Type : Research Article

Authors

¹ Ph.D in Psychology, Department of Psychology, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran.

² Associate Professor, Department of Psychology, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran.

³ Shahrekord Branch, Islamic Azad University, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran

https://doi.org/10.22055/psy.2022.40146.2804

Abstract

Introduction
The 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.

Method
The 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.

Results
The 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.

Conclusion
The 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.

Keywords

References

Arme, K. (2018). The relationship between academic motivation, academic achievement and Parenting students. Procedia-Social and Behavioral Sciences, 15, 399-402.

Aitken, M. (2019). A personality profile of the college student procrastinator. unpublished doctoral dissertation, University of Pittsburgh.

Bahar, H. H. (2019). The effects of gender, perceived social support and sociometric status on academic success. Procedia-Social and Behavioral Sciences, 2(2), 3801-3805.

Clark, M. H., & Schroth, C. A. (2010). Examining relationships between academic motivation and personality among college students. Journal of Learning and Individual Differences, 20, 19-24.

Daneshvar, S. (2017). The effect of communication skills training on women 's sense of self - efficacy, marital motivation and commitment. Master Thesis in Psychology, University of Kerman.

Gage, N., & Berliner, D. (2015). Educational psychology. Translated by Gholamreza Khoynejad, J., Tahoorian, H., Lotfabadi, M. T., Manshi Tusi and Nazarinejad. M. H. Mashhad: Hakim Ferdowsi Publications. [Persian]

Gottman, J. M., & Gottman, J. S. (2008). 10 principles for doing effective couples therapy (Norton Series on Interpersonal Neurobiology). New York: Norton.

Hossein Chari, M., & Dehghani, Y. (2008). Predicting academic procrastination based on self-regulatory strategies in learning. Research in Educational Systems, 2(4), 63-74. [Persian]

Hanus, M. D., & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80, 152-161.

Hossein Panah, Z., Kazemian Moghadam., K. (2021). The causal relationship between cultural intelligence and academic vitality with self-directed learning through mediation of academic procrastination. Journal of Psychological Achievements, 28(1), 177-196. [Persian]

Harter, S. (1981). A new self -report scale of intrinsic versus extrinsic orientation in classroom: Motivational and informational components. Developmental Psychology, 17(3), 300-312.

Hosseinzadeh Firozabad, Y., Bassak Nejad, S., Davoudi, I. (2017). Prediction of subscale test anxiety considering behavioral Procrastination, decisional procrastination and cognitive avoidance in university student. Irannian Journal of Psychiatry and Clinical Psychology, 23(4), 427-436.

Knaus, W. J. (2019). Overcoming procrastination. New York: Signet Books.

Khodapnahi, M. K. (2016). Motivation and excitement. Tehran: Samat Publications. [Persian]

Lauren, G. P. (2019) The flexibility of distress tolerance through a brief Acceptance and Commitment Therapy intervention: A pilot study. Psychology and Neuroscience Electronic Theses and Dissertations.

Mantymaa, M. (2019). Early mother-infant interaction. Doctoral dissertation, University of Tampere, Finland.

Merill, K., & Gimple, G. A. (2019). Social skills of children and Adolescents: conceptualization, assessment, and treatment. New Jersey: Lawrence Erlaum Associates, Inc.

Mohammadi, I., Nilforoshan, P., & Abedi., M. R. (2016). Investigating the effect of Cochran's career storytelling therapy on academic procrastination of blind students. Journal of Psychological Achievements, 23(1), 23-42. [Persian]

Namian, S., & Hosseinchari, M. (2011). Explain students' academic procrastination based on religious beliefs and the core of control. Journal of Educational Psychology Studies, 8(14), 99-128. [Persian]

Pianta, R. C. (2017). Patterns of relationships between children and kindergarten teacher. Journal of School Psychology, 32, 15-32.

Rio, J. M. (2015) Motivation and excitement. Translated by Yahya Seyed Mohammadi. Tehran: Editing Publishing Institute. [Persian]

Rosario, P., Costa, M., Nunez, J. C., Gonzalez-Pienda, J., Solano, P., & Valle, A. (2010). Academic procrastination: associations with personal, school, and family variables. The Spanish Journal of Psychology, 12, 118-127.

Sanders, M. R. (2012). Development, evaluation, and multinational dissemination of the triple p- positive parenting program. Annual Review of Clinical Psychology, 8, 345-379.

Shariat Bagheri, M. M., & Nikparvar, F. (2018). The effect of teaching social-communication skills on students' responsibility, motivation and adaptation. Psychological Methods and Models, 9(32), 207-223.

Sheperis, C., Sheperis, D., Monceaux, A., Davis, J. R., & Lopez. B. (2015). Parent- child interaction therapy for children with special needs. The Professional Counselor, 2, 248-260.

Shioms, K., Matsushima, R., & Kuhhlman, D. M. (2018). Shyness in self disclosure mediated by social pskill. Psychological Reports, 86, 333-338.

Solomon, L. J., & Rothbhum, E. D. (1984). Acade mic procrastination: frequency and cognitive – behavioral correlates. Journal of Counseling Psychology, 31, 503-209.

Torres, J. B., & Solberg, S. (2017) Role of self-efficacy, stress, social integration, and family support in latino college student persistence and health. Journal of Vocational Behavior, 59(1), 53-63.

Varasteh, M., Aslani, Kh., & Aman Elahi, A. (2016). The effectiveness of positive parenting program training on the quality of parent-child interaction. Journal of Counseling Culture and Psychotherapy (Counseling Culture), 7(28), 183-201. [Persian]

Woolley, K. (2019). The effectiveness of positive parenting program in academic motivation, and academic self-efficacy and communication students. J Fam Psychol, 20(2), 256-65.

Whittingham , K., Sofronoff, K., Sheffield, J., & Sanders, M. (2018). The affective communication skills on Motivation and academic self-efficacy. Psychological Bulletin, 113, 487-496.

Zandi, R. (2020). Evaluation of the effectiveness of positive parenting education on strengthening academic motivation and academic self-efficacy of first grade elementary students. Master Thesis in Psychology, Shiraz University. [Persian]

Comparison of the Effectiveness of Positive Parenting Group Training and Effective Communication Skills with the Spouse on Procrastination and Academic Motivation in male Male Students

References

References

Volume 30, Issue 1 - Serial Number 29January 2023Pages 223-240

Volume 30, Issue 1 - Serial Number 29
January 2023
Pages 223-240