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Leila Gharaviri, Zahra Rustaei, Amenehsadat Kazemi,
year 11, Issue 2 (spring 2021 2022)
Abstract
The main purpose of this study was to determine the effectiveness of neuro-verbal programming training on academic procrastination and students' emotional self-regulation. The research method was quasi-experimental with a pretest-posttest design with the control group. The statistical population of the study included students studying in the first secondary school of Tehran, region 4 in the academic year 1400-1401, which was selected using the purposive sampling method and 30 people were randomly divided into two groups of experimental and control (each A group of 15 people was assigned. The measuring instruments were the Academic Procrastination Questionnaire (APQ) (Solomon and Rathblum, 1984) and the Emotional Self-Regulation Questionnaire (ERQ) (Hoffman and Kashedan, 2010). Neuro-verbal programming training on academic procrastination and emotional self-regulation was performed on the experimental group for 10 sessions of 60 minutes twice a week. The results of multivariate analysis of covariance showed that neuro-verbal programming training had an effect on reducing academic procrastination and increasing emotional self-regulation (P <0.05). From the above findings, it can be concluded that neuro-verbal programming training reduces academic procrastination and increases students' emotional self-regulation, so the implementation of educational workshops based on these concepts in schools is recommended.
