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year 15, Issue 5 (2nd Summer 2026 2026)
Rooyesh 2026, 15(5): 85-94 |
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Foroughinia L, Beshrpour S, Ghaffari Nooran O. (2026). The effectiveness of self-determination skills training on academic satisfaction, intelligence beliefs and academic engagement in female students with academic procrastination. Rooyesh. 15(5), 85-94.
URL: http://frooyesh.ir/article-1-6966-en.html
URL: http://frooyesh.ir/article-1-6966-en.html
1- Department of Psychology, Ardabil Branch, Islamic Azad University, Ardabil, Iran.
2- Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran. basharpoor_sajjad@uma.ac.ir ,basharpoor_sajjad@uma.ac.ir
2- Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran. basharpoor_sajjad@uma.ac.ir ,
Abstract: (458 Views)
The present study aimed to determine the effectiveness of self-determination skills training on academic satisfaction, intelligence beliefs, and academic enthusiasm in female students with academic procrastination. The research method was a quasi-experimental design with a pre-test-post-test design and a control group. The statistical population of the study included female students with academic procrastination in the second year of high school in District 1 of Ardabil in the academic year 2025-2026, of which 39 were selected by purposive sampling and randomly assigned to the experimental group (n=19) and the control group (n=20). To collect data, the procrastination assessment scale – students (PASS, Solomon & Rothblum, 1984), emotional self-efficacy scale (ESES, Beverley et al, 2008), theory of intelligence scale (ITIS, Abd-El-Fattah & Yates, 2006) and questionnaire for academic achievement (QAA, fredericks et al, 2004) were used. The experimental group received 8 90-minute sessions and one self-determination skills training session per week. Data analysis was performed using the multivariate analysis of covariance method. The findings showed that, after controlling for the pre-test effect, there was a significant difference at the 0.01 level between the mean post-test scores of academic satisfaction, intelligence belief, and academic engagement in the two groups. Based on the results, self-determination skills training increased academic satisfaction, intelligence beliefs, and academic engagement in students with academic procrastination.
Keywords: Self-Determination Skills Training, Academic Satisfaction, Intelligence Beliefs, Academic Engagement, Academic Procrastination.
Type of Article: Research |
Subject:
Educational Psychology
Received: 2026/02/21 | Accepted: 2026/04/28 | ePublished: 2026/08/22
Received: 2026/02/21 | Accepted: 2026/04/28 | ePublished: 2026/08/22
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