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year 11, Issue 2 (spring 2021 2022)
Rooyesh 2022, 11(2): 169-180 |
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Gharaviri L, Rustaei Z, Kazemi A. (2022). The effectiveness of neuro-verbal programming training on students' academic procrastination and emotional self-regulation. Rooyesh. 11(2), 169-180.
URL: http://frooyesh.ir/article-1-3406-en.html
URL: http://frooyesh.ir/article-1-3406-en.html
1- M.Sc., Educatianal Psychologhy, Department of Psychologhy, Faculty of Medicine, Tehran Medical Sciences, Islamic Azad University, Tehran, Iran. , Lgharaviri@gmail.com
2- PhD, Educatianal Psychologhy, Assistant professor, Department of Psychologhy, Faculty of Medicine, Tehran Medical Sciences, Islamic Azad University, Tehran, Iran.
3- PhD in Psychologhy, Assistant professor, Department of Psychologhy, Faculty of Medicine, Tehran Medical Sciences, Islamic Azad University, Tehran, Iran.
2- PhD, Educatianal Psychologhy, Assistant professor, Department of Psychologhy, Faculty of Medicine, Tehran Medical Sciences, Islamic Azad University, Tehran, Iran.
3- PhD in Psychologhy, Assistant professor, Department of Psychologhy, Faculty of Medicine, Tehran Medical Sciences, Islamic Azad University, Tehran, Iran.
Abstract: (1259 Views)
The main purpose of this study was to determine the effectiveness of neuro-verbal programming training on academic procrastination and students' emotional self-regulation. The research method was quasi-experimental with a pretest-posttest design with the control group. The statistical population of the study included students studying in the first secondary school of Tehran, region 4 in the academic year 1400-1401, which was selected using the purposive sampling method and 30 people were randomly divided into two groups of experimental and control (each A group of 15 people was assigned. The measuring instruments were the Academic Procrastination Questionnaire (APQ) (Solomon and Rathblum, 1984) and the Emotional Self-Regulation Questionnaire (ERQ) (Hoffman and Kashedan, 2010). Neuro-verbal programming training on academic procrastination and emotional self-regulation was performed on the experimental group for 10 sessions of 60 minutes twice a week. The results of multivariate analysis of covariance showed that neuro-verbal programming training had an effect on reducing academic procrastination and increasing emotional self-regulation (P <0.05). From the above findings, it can be concluded that neuro-verbal programming training reduces academic procrastination and increases students' emotional self-regulation, so the implementation of educational workshops based on these concepts in schools is recommended.
Type of Article: Research |
Subject:
Educational Psychology
Received: 2021/12/8 | Accepted: 2022/02/19 | ePublished: 2022/04/30
Received: 2021/12/8 | Accepted: 2022/02/19 | ePublished: 2022/04/30
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