The Effectiveness of Educational Interventions based on Acceptance and Commitment Therapy on Student's Academic Procrastination

This study aimed to examine the effectiveness of acceptance and commitment therapy training on procrastination among boy secondary school students. The study design was a quasi-experimental, pretest-posttest control group. The sample was drawn from secondary school student in Tabriz. Two classes were selected by multistage cluster sampling. One class with 25 students randomly assigned to experimental group and another class with 24 students randomly assigned to control group. To assess student's academic procrastination, the Procrastination Assessment Scale-Student Form (Rothblum & Solomon, 1984) was used. The experimental group received 8 sessions of acceptance and commitment therapy techniques and strategies. The results of analysis of covariance indicated the efficacy of acceptance and commitment therapy in reducing procrastination. Using this intervention as a therapy is recommended.