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year 13, Issue 12 (winter 2025 2025)
Rooyesh 2025, 13(12): 119-126 |
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Ethics code: IR.IAU.B.REC.1403.004
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Jamehbozorg A, Mahvi Shirazi M, Piriaei H. (2025). The effectiveness of time perspective training on academic commitment and engagement in students with low academic performance. Rooyesh. 13(12), 119-126.
URL: http://frooyesh.ir/article-1-5938-en.html
URL: http://frooyesh.ir/article-1-5938-en.html
1- PhD student in Psychology, Department of Psychology, Borujerd Branch, Islamic Azad University, Borujerd, Iran.
2- Assistant professor, Department of psychology, Buin Zahra Branch, Islamic Azad University, Buin Zahra, Iran. ,Mshtu7357@gmail.com
3- Assistant professor, Department of Mathematics, Borujerd Branch, Islamic Azad University, Borujerd, Iran.
2- Assistant professor, Department of psychology, Buin Zahra Branch, Islamic Azad University, Buin Zahra, Iran. ,
3- Assistant professor, Department of Mathematics, Borujerd Branch, Islamic Azad University, Borujerd, Iran.
Abstract: (147 Views)
The present study aimed to determine the effectiveness of time perspective training on academic commitment and engagement in male students with low academic performance. The present research method was a quasi-experimental design with a pre-test-post-test and control group design. The statistical population included all male students with low academic performance in the ninth grade of Bahar City in the academic year 2023. The required sample size for each group was determined as 15 people and a total of 30 individuals (n=30); they were initially selected through purposive sampling and after screening, they were placed in the control and experimental groups using a simple random method. The Academic Commitment Scale (ACS; Vogel& Human-Vogel, 2016) and the Schoolwork Engagement Inventory (EDA; Salmela-Aro & Upadyaya, 2012) were used to collect data. The experimental group received time perspective training as a group for ten 60-minute sessions once a week, and the control group did not receive any intervention. Data analysis was performed using multivariate analysis of covariance. The results showed that by controlling for the pre-test effect, there was a significant difference at the 0.05 level between the mean post-test scores of academic commitment and engagement in the experimental and control groups. Overall, it can be concluded that time perspective training had an effective role in academic commitment and engagement in students with low academic performance.
Type of Article: Research |
Subject:
General Psychology
Received: 2025/01/12 | Accepted: 2025/02/3 | ePublished: 2025/02/28
Received: 2025/01/12 | Accepted: 2025/02/3 | ePublished: 2025/02/28
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