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year 13, Issue 11 (Winter 2025 2025)
Rooyesh 2025, 13(11): 145-154 |
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Ethics code: IR.IAU.SHK.REC.1403.104
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Baghban F, Sharifi T, Ghasemi Pirbalouti M. (2025). Comparison of the effectiveness of group training based on emotional regulation and adolescent-centered mindfulness group training on academic procrastination and academic buoyancy of adolescent girls. Rooyesh. 13(11), 145-154.
URL: http://frooyesh.ir/article-1-5778-en.html
URL: http://frooyesh.ir/article-1-5778-en.html
1- PhD student in Educational Psychology, Department of Psychology, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran.
2- Professor Department of Psychology, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran. ,Sharifi_ta@yahoo.com
3- Assistant Professor, Department of Psychology, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran.
2- Professor Department of Psychology, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran. ,
3- Assistant Professor, Department of Psychology, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran.
Abstract: (409 Views)
The aim of this study was a compare the effectiveness of group training based on emotional regulation and adolescent-centered mindfulness group training on academic procrastination and academic buoyancy of adolescent girls. The research method was a quasi-experimental pre-test-post-test design with a control group and a follow-up period. The research population was adolescent girls with high procrastination in Isfahan in 2024. According to convenience Sampling, 60 people were selected and randomly assigned to two experimental groups and one control group. The research tools were the academic persistence scale of Martin and Marsh (2008, ABS) and the academic procrastination questionnaire of Solomon and Rothblum (1984, APQ). The first experimental group underwent emotion regulation training and the second experimental group underwent adolescent-oriented mindfulness training in 8 90-minute sessions. Statistical data analysis was done using the method of analysis of variance with repeated measurements. The findings showed that the difference in academic procrastination and academic persistence between the pre-test and post-test (P<0.001) and the follow-up pre-test was significant (P<0.001). which indicates the effectiveness of research interventions in these variables; Therefore, group training based on emotional regulation and adolescent-centered mindfulness group training can be used to reduce academic procrastination and increase academic persistence.
Keywords: Academic Procrastination, Academic Buoyancy, Group Training based on Emotional Regulation, Adolescent-Centered Mindfulness Group Training.
Type of Article: Research |
Subject:
Educational Psychology
Received: 2024/11/7 | Accepted: 2025/01/10 | ePublished: 2025/01/29
Received: 2024/11/7 | Accepted: 2025/01/10 | ePublished: 2025/01/29
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