Effectiveness of Teaching Self-Regulatory Strategies on Academic Buoyancy and Creativity of Procrastinating Students

The aim of this study was to determine the effectiveness of teaching self-regulatory strategies on academic vitality and creativity of procrastinating students. This research was conducted in a quasi-experimental manner with a pre-test-post-test design with a control and follow-up group. The statistical population of the study included all female students of the tenth grade of the middle school in the city of Urmia in the academic year of 2019-2020 in the number of 3295 people. Purposeful method was used for sampling. Therefore, there are 40 eligible volunteer students with a score of less than 81 in the Solomon and Rathblum (1984) Academic Procrastination Questionnaire, less than 36 in the Dehghani-Zadeh and Hossein-Chari Academic Vitality Questionnaire (2012) and a score of less than 120 in Abedi (1993) creativity were identified and then randomly entered into two study groups. Pentrich (1999) self-regulatory strategies training package was implemented for the experimental group. During this period, the control group did not receive any training. Data were analyzed by repeated measures analysis of variance and Bonferroni post hoc test using SPSS software. The results showed that for the academic vitality variable, group effect (P˂0.001 and Eta= 0.687), time effect (P˂0.001 and Eta= 0.816) and group × time interaction (P˂0.001 and Eta= 0.727) was significant. The results also showed that for the creativity variable the effect of group (P˂0.001 and Eta= 0.777), the effect of time (P˂0.001 and Eta= 0.802) and the interaction of group × time (P˂0.001 and Eta= 0.626) was significant. Based on the results of the present study, it can be concluded that self-regulatory strategies can be used to treat procrastination in students and increase their academic vitality and creativity