The Effectiveness of Emotion Regulation Skills Training on Executive Functions in Students with Procrastination Symptoms

The purpose of this study was to determine the effectiveness of emotion regulation skills training on executive functions in students with procrastination symptoms. The present study was a semi-experimental study with pretest-posttest and control group design. The statistical population of the study consisted of all female students studying at the eleventh grade of secondary schools in maku city the number of 480 people in the 98-97 school year. From this population, a sample of 30 people (15 people per group) was selected multistage cluster sampling method and were randomly assigned into two experimental and control groups. The data gathering tool was the academic procrastination scale (PAS) and Wisconsin card sorting test (WCST). Data analysis was performed using Multivariate in spss software. The results showed that training of emotion regulation skills decreased the mean scores of the experimental group in executive functions and its dimensions including persistence error and total error compared to the control group (P <0.01). Based on the results, it can be concluded that training of emotional regulation skills is effective on students' executive functions. In conclusion, the results of the present study indicate the importance of training emotion regulation skills in improving the executive functions of students with academic procrastination symptoms.