The effectiveness of cognitive-behavioral therapy on academic procrastination and self-efficacy of female students

Jarestan Doguri, Leila; Moqtadar, Leila

doi:10.61186/jcmh.11.1.7

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Volume 11, Issue 1 (Vol11 No1 Spring 2024- 2024)

J Child Ment Health 2024, 11(1): 81-93

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The effectiveness of cognitive-behavioral therapy on academic procrastination and self-efficacy of female students

Leila Jarestan Doguri¹

, Leila Moqtadar ^*²

1- Rasht Branch, Islamic Azad University, Rasht, Iran
2- Department of General Psychology, Rasht Branch, Islamic Azad University; Rasht, Iran

Abstract: (1126 Views)

Background and Purpose: Different biological, environmental, cognitive, motivational, individual, and collective factors affect the student’s academic achievement or failure. This study aimed to investigate the effectiveness of cognitive-behavioral therapy on academic procrastination and self-efficacy of female students.
Method: This research was experimental with pretest-posttest control group design. The population included all the female students at grade 11 in Rasht during the academic year 2018-2017. A sample of 30 students with the highest academic procrastination score and lowest self-efficacy score were selected by cluster sampling and then assigned to the experimental and control groups (15 students per group). The most recent Iranian standardized version of Academic Procrastination Questioners of Solomin& Roth Bloom (1984) and Self-Efficacy Questionnaire of Sherer (1982) were carried out on the groups at the pretest and posttest stages. After conducting the pretest, the experimental group underwent eight 45-sessions of Ellis’s cognitive- behavioral therapy (2004), while the control group received no training except the routine school education. Data were analyzed by SPSS-16 and univariate covariance statistical method.
Results: Findings showed that the cognitive-behavioral therapy was significantly effective on students' academic procrastination (F=15.61, p<0.01) and students' self-efficacy (F= 7.64 and P<0.01).
Conclusions: In general, results indicated that cognitive-behavioral therapy was significantly effective in improving the student’s psychological charectristics. Therefore, it is suggested to use this method to decrease academic procrastination and to increase self-efficacy in schools and clinics.

Article number: 6

Keywords: Cognitive-behavioral therapy, academic procrastination, self-efficacy, students

Full-Text [PDF 1108 kb] (357 Downloads)

Type of Study: Research | Subject: General
Received: 2024/01/21 | Accepted: 2024/05/30 | Published: 2024/08/31

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Jarestan Doguri L, Moqtadar L. The effectiveness of cognitive-behavioral therapy on academic procrastination and self-efficacy of female students. J Child Ment Health 2024; 11 (1) : 6
URL: http://childmentalhealth.ir/article-1-1412-en.html

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