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year 13, Issue 9 (Atumn 2024 2025)
Rooyesh 2025, 13(9): 71-80 |
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Ethics code: IR.IAU.B.REC.1402.108
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Chegeni S, Karimi J, Vajdian M. (2025). The effectiveness of Solution-Focused Therapy (SFT) on academic buoyancy and academic procrastination of students with low academic performance. Rooyesh. 13(9), 71-80.
URL: http://frooyesh.ir/article-1-5432-en.html
URL: http://frooyesh.ir/article-1-5432-en.html
1- Ph.D student in Psychology, Department of Psychology and Counseling, Borujard Branch, Islamic Azad University, Borujard, Iran.
2- Associate Professor, Department of Psychology, Malayer University, Malayer, Iran. ,j.karimi@malayeru.ac.ir
3- Associate Professor, Educational Sciences and Counseling Department, Farhangian University, Allameh Tabatabai Lorestan Campus, Shahid Mirshaki Higher Education Center, Aligoderz, Iran.
2- Associate Professor, Department of Psychology, Malayer University, Malayer, Iran. ,
3- Associate Professor, Educational Sciences and Counseling Department, Farhangian University, Allameh Tabatabai Lorestan Campus, Shahid Mirshaki Higher Education Center, Aligoderz, Iran.
Abstract: (527 Views)
The present study was conducted to determine the effectiveness of solution-focused therapy (SFT) on academic buoyancy and academic procrastination of students with low academic performance. The current research was semi-experimental with a pre-test-post-test design and a control group with a follow-up period of two months. The statistical population included all female students of the second secondary level of Borujerd city in the academic year of 2023-2024, of which 30 students were selected by purposeful sampling and randomly divided into two groups. The experimental group was subjected to the solution-focused therapy intervention for two months. To collect data, the Academic Buoyancy Questionnaire (ABQ; Dehghanizadeh and Hossein Chari, 2013) and Procrastination Assessment Scale for Students (PASS; Solomon, & Rothblum, 1984) were used. Data analysis was done using repeated measurement variance analysis. The findings showed that the academic buoyancy score in the intervention group increased significantly from the pre-test to follow-up (P<0.05), but on the other hand, the academic procrastination score decreased significantly from the pre-test to follow-up (P<0.05). It can be concluded that solution-focused therapy has led to an increase in academic buoyancy and a decrease in academic procrastination in female students.
Keywords: Academic Procrastination, Academic Buoyancy, Academic Performance, Solution-Focused Therapy.
Type of Article: Research |
Subject:
Educational Psychology
Received: 2024/05/29 | Accepted: 2024/06/16 | ePublished: 2025/01/29
Received: 2024/05/29 | Accepted: 2024/06/16 | ePublished: 2025/01/29
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