مجله رویش روانشناسی از دادن گواهیهای کاغذی معذور است. لطفا تقاضا نکنید. همه گواهی ها در صفحه شخصی کاربران موجود است.
year 14, Issue 12 (Winter S 2026 2026)
Rooyesh 2026, 14(12): 23-32 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Rahimiazar Z, Bayrami M, Hashemi T. (2026). The effectiveness of mindfulness-based stress reduction on well-being and psychological distress in students with academic procrastination. Rooyesh. 14(12), 23-32.
URL: http://frooyesh.ir/article-1-6480-en.html
URL: http://frooyesh.ir/article-1-6480-en.html
1- PhD Student, Department of Psychology, University of Tabriz, Tabriz, Iran.
2- Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Tabriz, Tabriz, Iran. ,Dr.bayrami@yahoo.com
3- Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Tabriz, Tabriz, Iran.
2- Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Tabriz, Tabriz, Iran. ,
3- Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Tabriz, Tabriz, Iran.
Abstract: (169 Views)
The aim of this study was to determination the effectiveness of mindfulness-based stress reduction on the well-being and psychological distress of students with academic procrastination. The research method was a quasi-experimental design with a pre-test-post-test design and control group. The statistical population of the study was female students with academic procrastination in the second year of secondary school in Tabriz sity in the academic year 2024-2025, of which 39 people were randomly assigned to experimental groups (n=19) and control groups (n=20) using a convenient sampling method. The experimental group underwent eight 75-minute sessions of mindfulness-based stress reduction weekly. Data collection tools included the procrastination assessment scale – students (PASS, Rothblum & Solomon, 1984), the Psychological Well-Being Questionnaire (PWB, Reif, 1989), and the Depression, Anxiety, and Stress Scale (DASS, Lovibond and Lovibond, 1995). Data analysis was performed using the multivariate analysis of covariance test. The findings showed that by controlling for the pre-test effect, there was a significant difference at the 0.01 level between the mean post-test well-being and psychological distress in the experimental and control groups. From the above findings, it can be concluded that mindfulness-based stress reduction is an effective psychotherapy method for the well-being and psychological distress of students with academic procrastination.
Keywords: Academic Procrastination, Psychological Distress, Psychological Well-Being, Mindfulness-Based Stress Reduction.
Type of Article: Research |
Subject:
General Psychology
Received: 2025/08/7 | Accepted: 2025/09/23 | ePublished: 2026/03/1
Received: 2025/08/7 | Accepted: 2025/09/23 | ePublished: 2026/03/1
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
