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year 15, Issue 6 (3rd Summer 2026 2026)
Rooyesh 2026, 15(6): 203-212 |
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Rasani Z, Jafar Tababaei T S, Jafar Tababaei S S, Shahabizadeh F. (2026). Comparing the Effectiveness of Dweck’s Mindset Change Training and Interactional Behavior Analysis on Academic Procrastination in Students with Generalized Anxiety Disorder. Rooyesh. 15(6), 203-212.
URL: http://frooyesh.ir/article-1-7256-en.html
URL: http://frooyesh.ir/article-1-7256-en.html
Zohreh Rasani1 
, Toktam Sadat Jafar Tababaei *2 , Samaneh Sadat Jafar Tababaei1 , Fatemeh Shahabizadeh1
, Toktam Sadat Jafar Tababaei *2 , Samaneh Sadat Jafar Tababaei1 , Fatemeh Shahabizadeh1
1- Department of Psychology, Bi.C., Islamic Azad University, Birjand, Iran.
2- Department of Psychology, Bi.C., Islamic Azad University, Birjand, Iran. toktamtabatabaei@iau.ac.ir ,toktamtabatabaeei@iau.ac.ir
2- Department of Psychology, Bi.C., Islamic Azad University, Birjand, Iran. toktamtabatabaei@iau.ac.ir ,
Abstract: (10 Views)
The present study aimed to compare the effectiveness of Dweck's mindset change training and interactional behavior analysis on academic procrastination in students with generalized anxiety disorder. The study used a quasi-experimental pretest-posttest design with a control group. The statistical population included female second-year high school students with anxiety disorder in Qa'en in the 2025-2026 academic year, of whom 45 were selected through purposive sampling and randomly assigned to two experimental groups and a control group (15 people in each group). The research data collection tools included the Academic Procrastination Questionnaire (APQ: Solomon and Rothblum, 1984) and the Pennsylvania State Worry Questionnaire (PSWQ; Meir et al., 1990). The first experimental group received Dweck's mindset change training, and the second experimental group received an interactional behavior analysis intervention. The data were analyzed using multivariate analysis of covariance. Controlling for the pre-test effect, the results showed a significant difference at the 0.05 level between the post-test means of the components of academic procrastination across the three groups. According to the results of the Bonferroni pairwise comparison, there was no significant difference at the 0.05 level between the post-test means of the two experimental groups. From the findings, it can be concluded that both interventions have the ability to improve academic procrastination in students with generalized anxiety disorder, and each can be used as an applied method to improve the academic procrastination status of students.
Keywords: Dweck's Mindset Change, Interactional Behavior Analysis, Academic Procrastination, Generalized Anxiety.
Type of Article: Research |
Subject:
General Psychology
Received: 2026/07/13 | Accepted: 2026/07/31 | ePublished: 2026/09/1
Received: 2026/07/13 | Accepted: 2026/07/31 | ePublished: 2026/09/1
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