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year 15, Issue 5 (2nd Summer 2026 2026)
Rooyesh 2026, 15(5): 175-184 |
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Ethics code: IR.IAU.ARDABIL.REC.1404.261
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Taei H, Taklavi S, Atadokht A. (2026). The effectiveness of time perspective therapy on Motivational self regulation and Academic buoyancy in Students with Generalized Anxiety Disorder. Rooyesh. 15(5), 175-184.
URL: http://frooyesh.ir/article-1-7067-en.html
URL: http://frooyesh.ir/article-1-7067-en.html
1- Ph.D. Student in Psychology, Department of Psychology, Ardabil Branch, Islamic Azad University, Ardabil, Iran.
2- Associate Professor, Department of Psychology, Ardabil Branch, Islamic Azad University, Ardabil, Iran. staklavi@iau.ac.ir ,staklavi@gmail.com
3- Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, Mohaghegh Ardabili University, Ardabil, Iran.
2- Associate Professor, Department of Psychology, Ardabil Branch, Islamic Azad University, Ardabil, Iran. staklavi@iau.ac.ir ,
3- Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, Mohaghegh Ardabili University, Ardabil, Iran.
Abstract: (67 Views)
This study aimed to determine the effectiveness of time perspective therapy on motivational self-regulation and academic buoyancy in students with generalized anxiety disorder. The research method was semi-experimental, with a pre-test and post-test design and a control group. The statistical population of this study included twelfth-grade female students with generalized anxiety disorder in Ardabil in the academic year of 2024–2025. 40 of them were selected through purposive sampling and randomly assigned to the experimental group (20 people) and the control group (20 people). The experimental group underwent six 90‑minute sessions, one session per week, of time perspective therapy. Data collection tools included the 7‑item Generalized Anxiety Disorder Scale (GAD‑7)(Spitzer et al, 2006), the Motivational Self-Regulation Scale (MSRS) Wolters,1999), and the Academic Buoyancy Questionnaire (ABQ) Dehghanizadeh and Hossein Chari, 2012). Data analysis was done with multivariate analysis of covariance. The findings showed that, by controlling for the effect of the pre-test, there was a significant difference between the post-test means of motivational self-regulation and academic buoyancy in the two groups, experimental and control, at the level of 0.01. Therefore, it can be concluded that time perspective therapy is an effective treatment for improving motivational self-regulation and academic buoyancy in students with generalized anxiety disorder.
Keywords: Time Perspective Therapy, Motivational Self regulation, Academic Buoyancy, Generalized Anxiety Disorder.
Type of Article: Research |
Subject:
General Psychology
Received: 2026/04/28 | Accepted: 2026/07/11 | ePublished: 2026/08/1
Received: 2026/04/28 | Accepted: 2026/07/11 | ePublished: 2026/08/1
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