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Showing 1 results for Solution-Focused Therapy.
Saeed Chegeni, Dr. Javad Karimi, Dr. Mohammadreza Vajdian,
year 13, Issue 9 (1-2025)
Abstract
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.
