The effectiveness of choice theory on self-efficacy and academic procrastination of female students

The aim of this study was to determine the effectiveness of choice theory on self-efficacy and academic procrastination of female students.

In this study, quasi-experimental research method was used with pre-test design, post-test with control group and two-month follow-up stage. The statistical population included ninth grade female students in Koohdasht in 2020. The sample was selected from the available sampling method and by screening and administering the Scherer (1982) self-efficacy questionnaire and Solmon and Rathblum (1984) academic procrastination, 30 Eligible students were selected and randomly assigned to the experimental and control groups. Then, the students in the experimental group received 8 sessions of selection theory and their results were analyzed by repeated measures analysis of variance.

Findings showed that the mean scores of post-test and self-efficacy follow-up test in the experimental group increased and academic work latency increased. Students are effective (p <0.001)

choice theory intervention can be used to succeed and improve students' learning process.