Document Type : Research Article
Authors
1 Iman Farjaleh Chaabi: PhD Student, Department of Psychology, Islamic Azad University, Bushehr Branch, Bushehr, Iran;
2 Professor, Department of Psychology, Faculty of Psychology and Educational Sciences, Shahid Chamran University of Ahvaz, Ahvaz, Iran
3 Assistant Professor, Department of Psychology, Islamic Azad University, Bushehr Branch, Islamic Azad University, Bushehr, Iran
Abstract
Introduction
Higher 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.
Methods
The 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.
Results
The 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).
Conclusion
According 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.
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