جستجوی مقالات مرتبط با کلیدواژه « Procrastination » در نشریات گروه « روانشناسی »

The present study was conducted with the aim of evaluating the effectiveness of mindfulness-based training package on procrastination, self-efficacy and academic motivation of children with sluggish cognitive tempo. This study was implemented within the framework of a single -subject experimental design with multiple baselines. The sample consisted of 5 children aged 10 to 14 years with sluggish cognitive tempo symptoms, living in Tabriz City in the 2022-2023 academic year, who were selected by purposeful sampling method and using diagnostic tools (structured clinical interview and measure of sluggish cognitive tempo). The samples received mindfulness training for 12 sessions, and all of them were evaluated in three stages (baseline, treatment and follow-up) using the procrastination assessment scale-students (Solomon and Rothblum, 1986), student efficacy scale (Jinks and Morgan, 1999) and academic motivation scale (Vallerand et al., 1992). For data analysis, the indicators of trend change, slopeIn and review of charts were used; also to determine the clinical significance, recovery percentage and effect size were used. The results showed that mindfulness-based therapy reduced academic procrastination and increased self-efficacy and academic motivation of children with sluggish cognitive tempo with a large effect size. Also, the calculated average recovery percentage showed the clinical significance of changes in self-efficacy and academic motivation and the clinical non-significance changes in academic procrastination. According to the results of this study, it can be said that mindfulness training has practical implications in improving the academic performance of children with sluggish cognitive tempo and is recommended for clinicians.

This study aimed to determine the effectiveness of mindfulness-based cognitive therapy on procrastination and self-handicapping of students with academic failure. The research method was quasi-experimental with a pre-test-post-test and control group design. The statistical population of the present study was male high school students in Tehran in the academic year 2020-2021 who had a drop in education. Thirty students were selected by purposive sampling method and randomly assigned to experimental and control groups. The Solomon and Rothblum (1984) academic procrastination questionnaire (APQ) and the Jones and Rudwalt (1982) academic self-handicapping questionnaire (ASHQ) were used to collect data. Mindfulness-based cognitive therapy was presented in 8 sessions of 60 minutes (Two sessions per week) for the experimental group. Multivariate analysis of covariance was used to analyze the data. The results showed that mindfulness-based cognitive therapy had a significant effect on academic procrastination (F = 28.54; P = 0.001) and academic self-handicapping (F = 11.534; P = 0.001). Therefore, the use of mindfulness-based cognitive therapy to improve procrastination and self-handicapping of students with academic failure is recommended.

The present study was aimed at predicting life satisfaction based on cognitive errors with the mediating role of procrastination of students with cyberspace addiction. The statistical population of this research includes all students of the first secondary level in Tehran in the academic year of 1401-1400. The sample size, using the Klein method and taking into account the possibility of sample dropout, was considered to be 180 people who were selected using available sampling method. The main data of this research was obtained using Diener's life satisfaction, Litenberg et al.'s cognitive errors , Tuckman's procrastination and Young's Internet addiction . Descriptive statistics (mean, standard deviation, skewness and kurtosis indices) and inferential statistics of Pearson's correlation coefficient and structural equation modeling with LISREL software were used in data analysis. The results of the research indicated that cognitive errors with the mediating role of procrastination can predict life satisfaction in students with cyberspace addiction.

This study was conducted to investigate the mediating role of time attitude and time metaphorical perception in the relationship between mindfulness and procrastination. The method of this descriptive-correlation study was based on structural equation modeling. The statistical population of the research included all the students of the Islamic Azad University- Karaj branch in 2023, from which 300 students were selected through available sampling. The participants completed the Procrastination, Mindfulness, Time Attitude Scales, and Time Metaphorical Perception Questionnaire. Data were analyzed using Pearson correlation and structural equations modeling. The results showed that procrastination had negative and significant relationship with mindfulness. The effect of  positive time attitude and time metaphorical perception on mindfulness was positive and directly meaningful and the effect of  negative time attitude on mindfulness was negatively significant. Furthermore, time attitude and time metaphorical perception played mediating role in the relationship between procrastination and students' mindfulness. On the other hand, the procrastination had a negative and significant relationship with mindfulness through the mediation of negative time attitudes. Therefore, it is suggested that behavioral sciences researchers should pay attention to factors related to time from different dimensions to study the foundation of students' procrastination.

The phenomenon of procrastination is more or less seen in different strata of society, and identifying factors related to it can help provide solutions to improve people's efficiency. For this purpose, the relationship between life-trend, self-confidence and social isolation with procrastination is investigated in this research. This mixed research combines qualitative (interview and drawing life graf) and quantitative methods (correlation, structural modelling). Its statistical population included all the residents of Tehran city over 20 years of age, which were 688 people, including 354 women and 334 men, who participated in it. In order to investigate the life-trend, the researcher used interviews and the technique of drawing life graphs, and to analyze the data obtained from this technique, lifeline (R2), transition (β) and mean interpretation indices, and used data related to other variables were collected through 3 questionnaires. The presented structural model had a good fit, so the lifeline index of the total effect was -0.32, the transition index was -0/28, the mean interpretation index was -0/43, the self-confidence variable was -0/42, and the social isolation variable was 0/35. They showed the procrastination variable. The events that people have experienced during their life, self-confidence, and social isolation can predict procrastination. If people's procrastination strategies are correctly recognized, informing they to acquire and use more valuable strategies, develop programs to increase self-confidence in various fields and increase beneficial social relationships. In that case, it is possible to help reduce procrastination and the dynamics of societies as much as possible.

Talented students are the national assets of any country and not paying attention to them can cause psychological damage to individuals. In this study, the effect of the Pennsylvania resilience treatment program on procrastination and anxiety components in perfectionist intelligent adolescents in Dezful was investigated.

The research method was experimental and in the form of a pre-test and post-test research design with a control group. The statistical population of this study included adolescent girls aged 12 to 16 years who responded positively to the call. They were invited to the clinic and filled out the perfectionism questionnaire. Then, among them, 30 people with high perfectionism scores were selected and randomly divided into experimental and control groups. A pre-test was performed on both groups and after the treatment sessions, a post-test was taken from both groups. Data collection tools were questionnaires by Solomon and Ratblum and the Beck Anxiety Scale (BAI). 

Univariate analysis of covariance and analysis of covariance assumptions were used to analyze the data. The results of the analysis of covariance showed that the effect of academic procrastination scores in the pre-test stage was significant (p=0.32, F=5.145), meaning that there is a significant relationship between academic procrastination pre-test scores and post-test scores in this variable. Also, after controlling the pre-test scores, the effect of the group on the score of academic procrastination in the post-test stage was significant (p=0.001, F=23.50). Based on the observed averages, it can be concluded that resilience training by the Pennsylvania method has reduced academic procrastination by 46% in the post-examination phase. The effect of scores on the pre-test stage was also significant (P=0.026, F=7.565). This means that there is a significant relationship between the pre-test scores of anxiety and the post-test scores of this variable. Also, after controlling the pre-test scores, the effect of the group on the anxiety score in the post-test stage was significant (p=0.010, F=7.648). Based on the observed means, it can be concluded that resilience training by the Pennsylvania method has reduced anxiety by 22% in the post-test phase.

The results of the analysis showed that the Pennsylvania Resilience Program has reduced academic procrastination and anxiety in perfectionist intelligent teens.

This study aimed to address the relationship between negative perfectionism and traits of borderline personality disorder in normal population based on the interpersonal dysphoria model. The research method was descriptive-correlation. The statistical population included all adults in Iran in the age range of 18-45 years old. The sample size consisted of 474 people, all chosen by Convenience Sampling. the questionnaires were designed online and distributed through virtual networks, due to Corona pandemic. The instruments consisted of Borderline Personality Scale, Positive and Negative Perfectionism, Pure Procrastination, Self-Concept Clarity Scale, Nepean Dysphoria Scale and Situational Dysphoria Scale. The data was analyzed by means of path analysis. The results showed that perfectionism and procrastination in the form of a model can predict situational dysphoria and therefore the borderline personality traits which are manifestation of underlying background dysphoria. In addition, the moderating role of identity disorder in exacerbating these conditions was also confirmed. According to the findings of this study, it is suggested that in treatment planning for people with higher borderline personality traits, the elements of negative perfectionism and procrastination should be considered as meta-diagnostic processes. Besides, the evaluating of identity coherence in these patients, should be given a special attention

The aim of this study is to explain the role of the mediation of time perspective in explaining the causal relationship between perfectionism and academic procrastination in female student in the second region. The research method was a correlational relationship. The statistical population this study formed of the female second middle school students in the second region of Tehran in the academic year of 1399-1400. Az the sampel 300 students were selected in an accessible and voluntary way. The questionnaires of Academic Procrastination(Solomon & Rathblum, 1984), Perfectionism(Frost, 1990) and The Time Perspective (Zimbardo & Boyd, 1999)  were used. Data were analyzed using structural equation modeling statistical method.The findings showed that positive perfectionism and the future negative dimension (p <0.01), negative perfectionism and the present fatalistic (p <0.01), predicted academic procrastination. The future dimensions and the present fatalistic mediate a negative relationship between positive perfectionism and academic procrastination and a positive relationship between negative perfectionism and academic procrastination among the time perspective dimensions(p <0.01). Generally, perfectionism and time perspective can explain 59% of the variance of academic procrastination.

This research was conducted with the aim of investigating the effect of reflective leadership with academic optimism on procrastination with the mediating role of sense of belonging to the school among the second secondary students of Khorram Abad city. The descriptive research design was correlational. Sampling of this research was done with the presence of 384 people (235 female, 105 male) using available sampling method among the high school students of Khorramabad city in the academic year of 2021-2022. To measure the variables of the research, the Reflective Leadership Scale in School (SRLS) by Taheri and Taheri (2016), the Academic Optimism Scale (AOS) by Tashanen-Moran et al. (2013), the Academic Procrastination Questionnaire (APQ) by Sawari (2010) and the sense of belonging to school questionnaire (SBSQ) by Brew et al. (2004) were used. Data were analyzed with Pearson's correlation coefficient and structural equations using SPSS and AMOS software version 24. The results showed that there is a significant relationship between school leadership, academic optimism and feeling of belonging to school with procrastination (P<0.01). Also, the results showed that the direct paths of this research were significant and the indirect paths of school leadership and academic optimism were significant through the mediating role of sense of belonging to school on students' academic procrastination. Based on the findings of this research, the final research model had a good fit (RMSEA=0.056 and P-value <0.05).

The aim of this study was to compare responsibility, procrastination and academic vitality in students with and without web addiction.

The research method was descriptive causal-comparative. The statistical population of this study was all high school students (third grade) in Talesh in the academic year of 2019-20. For this purpose, 160 students (80 students) With Internet addiction and 80 ordinary students) who were randomly selected from multi-stage clusters. The assessment tools used in this study were Gaffe's responsibility test, Solomon and Rothblum procrastination test, Chari and Dehghanizadeh vitality and Yang Internet addiction questionnaire. In this study, analysis of variance was used to analyze the data.

The results of analysis of variance showed that there is a significant difference between responsibility, procrastination and academic vitality in students with and without web addiction (P <0 /05).

Therefore, it can be concluded that addiction to web browsing and cyber browsing in students is effective in reducing responsibility and academic vitality and increasing procrastination.

Academic procrastination is a way to escape from living in the present and to postpone what we have decided to do to the future. The aim of this study was to evaluate the effectiveness of schema therapy on rumination and academic procrastination of Yasouj University students. The design of this study was a quasi-experimental pretest, post-test with a control group. The statistical population included all undergraduate students of Yasouj University. Thus, among the undergraduate students of Yasouj University, students who wished to participate in the project were registered and then they were asked to complete the consent form in the research. Out of 72 volunteers, 60 student were registered and assigned to two experimental and control groups. They completed the Nalin Hooksma and Murrow rumination Questionnaires and the Lee procrastination Scale. The subjects in the experimental group were trained in schema therapy for 8 sessions and the control group did not receive any training. Then both groups were re-evaluated by post-test. One month later, post-test was followed up from both groups. After the pre-test, data analysis was performed using ANKOA analysis method. The results showed that the post-test scores of procrastination were significantly different between the two groups; this means that the procrastination of the experimental group has decreased after training in schema areas. According to the results of the present study, it can be concluded that schema therapy has positively and significantly treated rumination and academic procrastination.

The purpose of this research was to investigate the causal model of predicting academic procrastination based on parental roots and components of self-discrepancy with the mediating role of sense of belonging to school. The statistical population was all female students studying in the ninth grade of the first period of secondary school in the year 1400-1401 in Nahavand city. The research sample consisted of 312 people, which was obtained by Cochran's formula and random cluster sampling method. The tools used in this research were academic procrastination questionnaire, sense of belonging to school, parental roots and self-discrepancy questionnaire. The results of structural equations showed that there is a positive and significant relationship between the components of parental roots, self-discrepancy, and sense of belonging to school with academic procrastination (P≥0.001). It also showed that 31% of the variance of academic procrastination is explained by the components of parental roots, incongruence and sense of belonging, and 13% of the variance of the sense of belonging is explained by parental roots. All path coefficients in the model are significant. According to the findings of the research, the need to pay attention to academic procrastination as one of the important and influential dimensions in the academic performance of students is raised more than ever. Therefore, it is recommended that educational psychologists and educational counselors formulate a suitable educational program to reduce academic procrastination in students and teach them ways to improve incompatible schemas, self-discrepancy components, and also increase the sense of belonging to school.

The present research was conducted with the aim of comparing the effectiveness of procrastination-based cognitive-behavioral training and cognitive motivational multidimensional intervention on procrastination of secondary school students with addicted parents in Babolsar. The research method was semi-experimental with a pre-test, post-test, and follow-up period with an unequal control group, and the statistical population of the study was all students with addicted parents in the second secondary level of Babolsar and their parents were studying in the academic year of 2001-2001. 45 people were selected as a sample and were placed in two experimental groups and a control group of 15 people and answered the academic procrastination questionnaire of Solomon and Roth Bloom (1984), research and cognitive behavioral training based on procrastination, and multidimensional cognitive motivational intervention. The test was carried on for two groups and the control group was kept waiting. The data was analyzed by the method of analysis of variance with repeated measurements. The findings showed that 78% changes in procrastination scores, 62% changes in homework preparation scores, 63.6% changes in exam preparation scores, and 59.2% changes in essay preparation scores during the pre-test, post-, test and follow-up stages, it was caused by cognitive behavioral training based on procrastination (P<0.05). Also, the findings showed that 73.7% changes in procrastination scores, 58.6% changes in homework preparation scores, 46.2% changes in exam preparation scores, and  44.3% changes in preparation scores during the pre-test, post-test, and follow-up stages, the article was due to the multidimensional intervention of cognitive motivation (P<0.05). Based on the findings of the research, it can be concluded that cognitive behavioral training based on procrastination and cognitive motivational multidimensional intervention has a significant effect (P<0.05) on the procrastination of secondary school students with addicted parents.

The aim of this study was to investigate the effect of mindfulness interventions on high-risk behaviors and procrastination and fear of students' success.

The method of this research is quasi-experimental pre-test and post-test with a control group. The statistical population consists of female high school students in the city of Jaghtai in the academic year 2021-22. The study sample was 30 people. Among the students, 30 people were selected by available sampling and then 15 people were randomly assigned to the experimental group and 15 people to the control group. Then the academic procrastination questionnaires of Solomon and Roth Blum (1984), fear of Zuckerman and Allison success (1979) and Mohammadkhani high risk behaviors questionnaire (2016) were given to the statistical sample. After the training sessions of Segal et al. (2002) mindfulness for the experimental groups, post-test was performed. The collected data were analyzed using repeated measures analysis of variance and SPSS software. Analysis of variance with repeated measures and SPSS software were used to analyze the data.

The results showed that mindfulness training on high-risk behaviors (F=78.35, p<0.001), procrastination (F=19.65, p<0.001), and fear of success (F=21.23, p<0.001) was effective in female high school students.

The results of this study indicate that mindfulness training has a significant effect on high-risk behaviors and procrastination and fear of success among students and can be effective in improving the problems of students.

The aim of this study was to determine the mediating role of mindfulness in predicting academic procrastination based on perfectionism. The method correlation study was structural modeling. The statistical population of female high school students (tenth to twelfth grades) was in District 5 of Tehran in the academic year 1400-1399. 300 students were selected in an accessible and voluntary manner Academic procrastination scales (PASS) (Solomon and Rothblum, 1984), perfectionism (F-MPS) (Frost, 1990), and mindfulness (KIMS) (Kentucky, 2003) were used to collect data. Data were analyzed using the structural equation modeling statistical method. The results showed that the proposed model had a good fit (d2 = df = 2.68, CFI = 0.939, GFI = 0.925, AGFI = 0.885, and RMSEA = 0.075). (P <0.01) negatively and negative perfectionism (p <0.01) positively predict academic procrastination. Mindfulness also mediates the relationship between negative perfectionism and academic procrastination in a positive way and the relationship between positive perfectionism and academic procrastination in a negative and meaningful way (p <0.01).  Therefore, it can be concluded that perfectionism directly and through the mediation of plays a role in the procrastination of schoolgirls.

Several factors affect students' academic performance. Some of these factors improve academic performance and others weaken the performance of learners; Therefore, the aim of the present study was to determine the effectiveness of the realistic acceptance and commitment therapy package compared to cognitive behavioral therapy on procrastination and responsibility of teenage girls.

The current research was semi-experimental with pre-test and post-test with a control group and a two-month follow-up; And the statistical population of the research was all secondary school girls of the 5th district of Isfahan in 1400, after screening with the academic burnout questionnaire, 45 adolescent girls were selected in an accessible way and in the experimental group of realistic acceptance and commitment therapy package (15 girls), the experimental group Cognitive behavioral therapy (15 girls) and control group (15 girls) were randomly replaced. The experimental group received the researcher-made realistic commitment and acceptance therapy package, and the experimental group received cognitive behavioral therapy for eight 90-minute sessions, and the control group did not receive any intervention; All three groups responded to Tuckman's procrastination questionnaire (1991) and California accountability (1951) in three phases: pre-test, post-test and follow-up. Data were analyzed using repeated measures mixed analysis of variance.

The results showed that the treatment package of acceptance and realistic commitment on the score of procrastination (F=8.09, P=0.007) and responsibility (F=9.40, P=0.004) and cognitive behavioral intervention on the score of procrastination ((F = 5.51, P = 0.024) and responsibility (F = 9.11, P = 0.005) is effective and this effect was stable in the follow-up phase.

The results of the research suggest evidence that the intervention of the researcher's realistic acceptance and commitment therapy package and cognitive behavioral therapy is a suitable method for increasing responsibility and reducing procrastination in teenagers.

The aim of this study was to determine the effectiveness of emotional intelligence skills training on procrastination, burnout and academic self-regulation of procrastinating students.

The research method is quasi-experimental with a pretest-posttest design with a control group. The statistical population included all third grade male high school students in the academic year 1399-1398 in Shabestar. Thirty negligent students were selected by convenience sampling method and randomly divided into experimental and control groups. The experimental group received emotional intelligence skills for 9 sessions. Data collection tools were questionnaires of academic motivation (Fredericks, Bloomfield and Paris, 2004), academic burnout (Bresso, 1997) and academic self-regulation (Beaufard, Vesio and Laroche, 1995). Analysis of covariance with SPSS22 software was used to analyze the data.

Training of emotional intelligence skills on reducing academic burnout with an effect size of 0.18 (at the level of p <0.05), on increasing academic motivation with an effect size of 0.22 (at the level of p <0.05) and on students' academic self-regulation with an effect size The effect of 0.23 (at the level of p <0.05) was effective and significant.

Burnout, enthusiasm and academic self-regulation of students can be changed by using educational interventions, especially empowerment of emotional skills, and these interventions in academic fields can be the basis for students' psychological well-being.

The present study aimed to investigate the effectiveness of the reality-based acceptance and commitment therapy package and cognitive-behavioral therapy in improving procrastination and responsibility in adolescent girls.

The study was quasi-experimental with a pretest-posttest design, a control group, and a two-month follow-up. The statistical population consisted of all second-grade female students in District 5 of Isfahan in 2021. After screening with the academic burnout questionnaire, 45 adolescent girls were selected by the convenience sampling method and were randomly assigned to the experimental group of the reality-based acceptance and commitment therapy package (n=15), the experimental group of cognitive-behavioral therapy (n=15), and a control group (n=15). The experimental group received the researcher-made reality-based acceptance and commitment therapy package and another experimental group received cognitive-behavioral therapy for eight 90-minute sessions, and the control group did not receive any intervention. All three groups answered the Tuckman Procrastination Scale (TPS) (1991), and California Responsibility Scale (1951) at three stages, pre-test, post-test, and follow-up. Data were analyzed using the repeated-measures mixed-model analysis of variance (ANOVA).

The Reality-Based Acceptance and Commitment Therapy Package affected the scores of procrastination (F= 8.9, P=0.007) and responsibility (F=9.40, P=0.004); and cognitive-behavioral intervention affected the score of procrastination (F=5.51, P=0.024) and responsibility (F=9.11, P=0.005), and the effects were stable at the follow-up stage.

The research results suggest evidence that the researcher-made reality-based acceptance and commitment therapy package intervention and cognitive-behavioral therapy were appropriate methods to increase responsibility and reduce procrastination in adolescents.

procrastination, psychological capital, critiThe aim of this study was to investigate the mediating role of critical thinking in the relationship between procrastination and psychological capital (resilience, self-efficacy, hope and optimism) in employees. The research method was descriptive and was a correlational design and structural equation modeling method. The statistical population included all employees of Parsian Bank in 98-99 with a volume of 2600 people and 300 samples were selected by stratified sampling method. Measurement tools were the SOP Organizational Procrastination Questionnaire, the, Lutans and Olivio (2007) Psychological Capital Scale, and the Ricketts Critical Thinking Questionnaire. Data analysis was performed using SPSS25 software and LISREL software. According to the results, the factor load of the direct path of the effect of the psychological capital variable on the procrastination variable was not significant, but with the mediation of the critical thinking variable, this path became significant. Then, in order to modify the model, the paths whose factor load was not significant were removed. Finally, the modified model had a good fit. In the final model, all factor loads were significant, which showed a strong relationship between the observed variables and latent variables.cal thinking