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Volume 29, Issue 4 (Winter 2024)
IJPCP 2024, 29(4): 418-437 |
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Masoumian S, Mehravin E, Ghadyani Z, Moradi N, Sobhani S S, Ashouri A. The Group-based Compassion-focused Intervention on Academic Procrastination, Anxiety, and Quality of Life of University Students: A Controlled Trial With 3-month Follow-up. IJPCP 2024; 29 (4) :418-437
URL: http://ijpcp.iums.ac.ir/article-1-4046-en.html
URL: http://ijpcp.iums.ac.ir/article-1-4046-en.html
Samira Masoumian1 
, Esfandiar Mehravin2 , Zahra Ghadyani2 , Neda Moradi2 , Samira Shams Sobhani2 , Ahmad Ashouri 3
, Esfandiar Mehravin2 , Zahra Ghadyani2 , Neda Moradi2 , Samira Shams Sobhani2 , Ahmad Ashouri 3
1- Department of Clinical Psychology, Faculty of Medicine, Aja University of Medical Sciences, Tehran, Iran.
2- Mental Health Research Center, School of Behavioral Sciences and Mental Health (Tehran Institute of Psychiatry), Iran University of Medical Sciences, Tehran, Iran.
3- Department of Clinical Psychology, School of Behavioral Sciences and Mental Health (Tehran Institute of Psychiatry), Iran University of Medical Sciences, Tehran, Iran. ,ahmad.ashouri@gmail.com
2- Mental Health Research Center, School of Behavioral Sciences and Mental Health (Tehran Institute of Psychiatry), Iran University of Medical Sciences, Tehran, Iran.
3- Department of Clinical Psychology, School of Behavioral Sciences and Mental Health (Tehran Institute of Psychiatry), Iran University of Medical Sciences, Tehran, Iran. ,
Abstract: (666 Views)
Objectives Procrastination is one of the critical issues for university students and is associated with various psychological problems. This study examined the effectiveness of group compassion-focused intervention on procrastination, anxiety, and quality of life of (QoL) university students.
Methods This research is an experimental study of clinical trial type. The study participants were 40 students of Iran University of Medical Sciences selected by a convenience sampling method. After obtaining informed consent, they completed the demographic questionnaire; academic procrastination questionnaire; depression, anxiety, and stress scale-21 (DASS-21); and personal wellbeing index–adult (PWI-A), before, immediately after, and three months after the intervention. The experimental group received eight 120-minute sessions of group compassion-focused therapy once a week, while the control group received no intervention. The data were compared using GLM repeated measures analysis of variance (GLMRM).
Results Regarding procrastination, there is no significant difference between the average preparation for assignments and the tendency to change people›s procrastination at different evaluation times. However, the interaction effect of time and group has a significance level smaller than 0.05, indicating a significant difference between the average preparation for the tasks of the experimental and control groups at different evaluation times (F=4.439, P=0.043). The effect size of 0.115 indicates a moderate effect. There is also a significant difference between the procrastination tendency of the experimental and control groups at different evaluation times (F=8.348, P=0.007). The effect size of 0.197 indicates a moderate effect. Also, there is a significant difference between the experimental and control groups› average anxiety (F=35.62, P=0.000) and quality of life (F=14.57, P=0.001) at different evaluation times. The size of the effect indicates its strength.
Conclusion Group compassion-focused intervention can be used as an effective therapy in working with students. However, more studies are needed to examine and compare other variables with other evidence-based treatments.
Methods This research is an experimental study of clinical trial type. The study participants were 40 students of Iran University of Medical Sciences selected by a convenience sampling method. After obtaining informed consent, they completed the demographic questionnaire; academic procrastination questionnaire; depression, anxiety, and stress scale-21 (DASS-21); and personal wellbeing index–adult (PWI-A), before, immediately after, and three months after the intervention. The experimental group received eight 120-minute sessions of group compassion-focused therapy once a week, while the control group received no intervention. The data were compared using GLM repeated measures analysis of variance (GLMRM).
Results Regarding procrastination, there is no significant difference between the average preparation for assignments and the tendency to change people›s procrastination at different evaluation times. However, the interaction effect of time and group has a significance level smaller than 0.05, indicating a significant difference between the average preparation for the tasks of the experimental and control groups at different evaluation times (F=4.439, P=0.043). The effect size of 0.115 indicates a moderate effect. There is also a significant difference between the procrastination tendency of the experimental and control groups at different evaluation times (F=8.348, P=0.007). The effect size of 0.197 indicates a moderate effect. Also, there is a significant difference between the experimental and control groups› average anxiety (F=35.62, P=0.000) and quality of life (F=14.57, P=0.001) at different evaluation times. The size of the effect indicates its strength.
Conclusion Group compassion-focused intervention can be used as an effective therapy in working with students. However, more studies are needed to examine and compare other variables with other evidence-based treatments.
Type of Study: Original Research |
Subject:
Psychiatry and Psychology
Received: 2023/07/23 | Accepted: 2023/08/18 | Published: 2024/01/1
Received: 2023/07/23 | Accepted: 2023/08/18 | Published: 2024/01/1
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