Volume 25, Issue 1 (Spring 2019)                   IJPCP 2019, 25(1): 26-41 | Back to browse issues page


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Motie H, Heidari M, Bagherian F, Zarani F. Providing Mindfulness-Based Educational Package for Evaluating Academic Procrastination. IJPCP. 2019; 25 (1) :26-41
URL: http://ijpcp.iums.ac.ir/article-1-2917-en.html
1- PhD. Candidate, Department of Psychology, Faculty of Education and Psychology, Shahid Beheshti University, Tehran, Iran. , hu.motie@gmail.com
2- PhD. in Educational Psychology, Associate Professor, Department of Applied Psychology, Faculty of Education and Psychology, Shahid Beheshti University, Tehran, Iran.
3- PhD. in Psychology, Assistant Professor, Department of Clinical Psychology and Health, Faculty of Education and Psychology, Shahid Beheshti University, Tehran, Iran.
Abstract:   (1688 Views)
Objectives Academic procrastination is an unreasonable delay in the submission of academic assignments, which is very common. This research was designed to develop and study the effect of a mindfulness-based educational package on reducing academic procrastination. 
Methods The educational package based on mindfulness for reducing academic procrastination was designed by using mindfulness-based techniques and the relevant literature of academic procrastination considering the effective constructs, including self-efficacy, test anxiety, self-esteem, and perfectionism. In a quasi-experimental study, 36 subjects were selected. In order to study the effect of the educational package on students, the experimental and control groups were put into pre-test, post-test, and follow-up categories. 
Results Mixed ANOVA revealed the effectiveness of the provided educational package on improving mindfulness (F=20.87; P<0.001) and reducing academic procrastination (F=44.67; P<0.001) whose effect was significant. 
Conclusion Based on the results, self-efficacy, test anxiety, self-esteem, and perfectionism of the participants in the post-test and follow-up were significantly different from the pre-test. The findings of this study are consistent with the findings of previous studies. These results are applicable to clinical and educational practitioners.
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Type of Study: Original Research | Subject: Psychiatry and Psychology
Received: 2018/10/17 | Accepted: 2018/11/4 | Published: 2019/04/1

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