The Effectiveness of Positive Cognitive-Behavioral Therapy on Boredom and Academic Procrastination of Female Students

The aim of present study was to investigate the effectiveness of the positive cognitive-behavioral therapy on boredom and academic procrastination of female students. In this pretest–posttest quasi-experimental research with a control group, 34 female high school students in Shahre-Rey were selected in the academic year 2019-2020 through simple random sampling method and randomly divided into an experimental group (n = 17) and a control group (n = 17). The experimental group underwent ten sessions of positive cognitive-behavioral therapy while the control group did not receive any intervention. Data were collected through the Multidimensional State Boredom Scale (Fahlman et al., 2013) and the Academic Procrastination Scale (Solomon & Rothblum, 1984). The collected data were analyzed using multivariate analysis of covariance. The results showed a significant difference between the experimental and control groups in terms of boredom and academic procrastination.