THE EFFECTIVENESS OF EMOTIONAL INTELLIGENCE TRAINING ON ACADEMIC PROCRASTINATION AND ACADEMIC VITALITY OF HIGH SCHOOL STUDENTS

The aim of the present study was to investigate the effectiveness of emotional intelligence training on academic procrastination and academic vitality of high school students in Tehran in 1400. The method used in this research was semi-experimental with a pre-test-post-test design with a control group and random assignment of subjects. The statistical population included all high school students in Tehran, and using the random sampling method, the number of 30 students in two experimental (15 people) and control (15 people) groups was considered as the sample size. The experimental group received training on emotional intelligence skills for 8 sessions, and the control group did not receive any treatment. In order to collect information, two procrastination questionnaires (Solomon and Roth Bloom, 1984) and academic vitality questionnaire (Hossein Chari and Dehghanizadeh, 2013) were used. In order to measure the reliability of the questionnaire, Cronbach's alpha coefficient was used and the value of this coefficient was found to be above 0.7 for both questionnaires. Also, in order to measure validity, content validity was used, and for this purpose, the questionnaire was approved by the relevant experts. The analysis of the information obtained from the implementation of the questionnaires was done through SPSS22 software in two descriptive and inferential sections (analysis of covariance). The findings showed that emotional intelligence training reduced academic procrastination of students, also based on the findings, emotional intelligence training increased academic vitality in students. Therefore, it seems that teaching emotional intelligence skills can reduce students' academic procrastination and provide effective techniques to increase academic vitality.