The effectiveness of time perspective training package on balancing time and academic buoyancy of students

Since time perspective plays a role in regulating human actions and affects his / her individual, social, and psychological activities, and academic buoyancy on the ability of a student to overcome the difficulties and obstacles in the life of a more knowledgeable student Students typically occur, such as low grades, test questions, problem assignments, and feedback in teacher/student communication and competition and loss of motivation. The purpose of this study is to investigate the effect of time perspective training on time balance and academic buoyancy in 9th grade female students in Tehran. The research method was semi-experimental with pre-test, post-test and follow up with the control group. The statistical population of the study was all 9th grade female students in the academic year of 96-97. The students were randomly assigned to two groups of 30 experimental and control groups through multistage random sampling of 60 subjects who did not have time balance. The experimental group was trained for 10 sessions. The Zimbardo Time Perspective Questionnaire (1999) Martin and Marsh (2008) and Educational Time Perspective Package were used for data collection. To analyze the collected data, repeated measure ANOVA and Bonferron's post hoc test were used at α =0.05 and using SPSS-22 software. Findings showed that time perspective training had an effect on time balance and academic buoyancy of students and there was a significant difference between the two groups (p <0.001) and this effect remained in the two month follow-up phase (0.001≥p). Therefore, time balance is possible in different dimensions by training time perspective, and consequently academic buoyancy can be increased and thus, more effective students would be trained to run the community tomorrow.