The effectiveness of training package self-directed learning on academic responsibility and academic procrastination in students

Self-directed learning is one of the ways to increase responsibility that recognizes the learner as responsible for learning. The present study aims at the effectiveness of the educational package based on self-directed learning components on academic accountability and academic procrastination in new students of Farvardian University. Is. The statistical population consisted of freshman students from Farhangian University in the academic year 2012-2013, which were replaced in two groups (control and experiment) of 18 people. The research instrument was a standard accountability questionnaire (Nemati, 1999), Solonon & Rothblum (1984), and Educational Package, based on self-directed learning components developed in the study. Data analysis was done by repeated measures analysis of variance (ANOVA) through Spss24 software. The results showed that the difference between the mean scores in all research variables (p <0.01). The effect of this educational package on the improvement of accountability in the post-test and follow-up stage was 58.6% and 64.8%, respectively, and the effect of this treatment on reducing the academic procrastination in the post-test and follow-up stage was respectively 35.0 And 30.9% respectively. Also, the effect of this curriculum on decreasing general negligence, physical and mental dimensions, and significant reduction in unsatisfactory (P <0.01). According to the findings of the research, it can be said that the educational package based on self-directed learning components has increased in the experimental group in the post-test and follow up of academic accountability. Also, academic pay neglected and its dimensions decreased in both experimental and experimental groups.