Document Type : Research Article

Authors

• Fateme Baghban ¹
• tayebeh sharifi ²
• Mohammad Ghasemi Pirbalouti ³

¹ PhD student in Educational Psychology, Department of Psychology, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran.

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

³ Assistant Professor, Department of Psychology, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran

Abstract

Introduction
Considering the high prevalence of academic procrastination in adolescent girls and its hindering role in achieving academic success, along with the aggravating effects of negative emotions in this field, it is necessary to provide interventions to facilitate the educational life of adolescents. Research evidence has revealed the effectiveness of two interventions of emotion regulation and mindfulness training in the field of adolescent academic procrastination. According to the emotion regulation training model, people who have emotional problems use maladaptive emotion regulation strategies more, and for this reason, modifying or eliminating maladaptive strategies and training compatible emotional strategies can lead to solving emotional problems. On the other hand, adolescent-centered mindfulness training by focusing on helps adolescents to learn to manage their emotions in the best possible way in the present and without judgment in a specific way, focused on the goal and based on their inner ability to pay attention, cognition and emotions. Therefore, the aim of the current research was to compare the effectiveness of emotion regulation training and adolescent-centered mindfulness training on emotions and academic procrastination of female adolescents.
Method
The research method was quasi-experimental and pre-test and post-test with a control group and a three-month follow-up period. The statistical population was formed by teenage girls with high academic procrastination in Isfahan in 2024. From the mentioned society, 60 people were selected and randomly divided into three groups and a pre-test was conducted. The research tools were positive and negative emotions scale (Diener et al., 2010) and academic procrastination questionnaire (Solomon & Rothblum, 1984). The first experimental group received emotion regulation training and the second experimental group received adolescent-centered mindfulness training in 8 weekly 90-minute sessions. The control group did not receive any intervention during this period and remained on the waiting list. After the completion of the meetings and three months after the implementation of educational interventions, the research groups are re-evaluated. The results were analyzed using variance analysis with repeated measurements and SPSS26.
Results
In the post-test and follow-up stage, there is no significant difference between the two training groups in the average variables of positive emotions, negative emotions, procrastination in preparing for assignments and procrastination in preparing for the end of the semester, but there is a significant difference between the experimental groups and the control group (P<0.01). On the other hand, in the post-test and follow-up phase, there is a significant difference in the mean variables of procrastination in preparing for exams and academic procrastination between the two education groups and the control group (P<0.01).
Conclusion
Based on the results obtained, it is suggested to psychologists, clinical counselors and therapists to moderate the emotions and reduce the procrastination of adolescent girls by holding training workshops on emotional regulation and adolescent-oriented mindfulness so that adolescent girls can successfully and successfully complete their academic life. take a smoother path. Therefore, it is possible to benefit from adolescent-oriented emotion regulation and mindfulness training, preferably using the emotion regulation approach in secondary schools as effective educational approaches to improve the emotional and academic status of adolescent girls.

Keywords

• Emotion regulation training
• academic procrastination
• adolescent-centered mindfulness training
• emotions

Main Subjects

• Educational Psychology