Comparison of the Effectiveness the Educational Package to Prevent Academic Procrastination and Treatment based on Acceptance and Commitment on Academic Motivation and Academic Performance of Procrastinating Students

Hossein Hedayat Khozani; Ilnaz Sajjadian; Ahmad Abedi; Mohammad Reza Abedi

doi:10.18502/qjcr.v23i89.15792

Hossein Hedayat Khozani PhD in Counseling, Department of Counseling, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran.
Ilnaz Sajjadian Ph.D. in Psychology, Associate Professor, Department of Clinical Psychology, Community Health Research Center, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
Ahmad Abedi Ph.D. in Psychology, Professor, Department of Psychology and Education of children with Special Needs, Faculty of Educational
Mohammad Reza Abedi Ph. D. in Counseling, Professor, Department of Counseling, Faculty of Educational Sciences and Psychology, University of Isfahan, Isfahan, Iran

DOI: https://doi.org/10.18502/qjcr.v23i89.15792

Keywords: Academic procrastination, Academic procrastination prevention training package, Acceptance and commitment-based therapy, Academic motivation, Academic performance.

Abstract

Aim: Academic Performance is one of the issues raised in the field of education, which not only affects the academic future of students from various dimensions, but also determines their fate in various fields. Therefore, the current research was conducted with the aim of comparing the effectiveness of an educational package to prevent academic procrastination as well as treatment based on acceptance and commitment on academic motivation and performance of procrastinating students. Methods: The research method was semi-experimental with a pre-test, post-test and follow-up design with a control group. The statistical population included all secondary school students suffering from academic procrastination in city of Isfahan. Among them, 45 people were selected by purposive sampling and randomly divided into two experimental groups (educational package to prevent academic procrastination and treatment based on acceptance and commitment) and a control group (15 people in each group). Research tools included academic procrastination questionnaires (Solomon and Rothblum, 1984), academic motivation (Abdkhodaei et al., 2017) and academic performance (Pham and Taylor, 1999). In order to analyze the data, analysis of variance with repeated measurements was used. Results: The findings showed that the educational package of prevention of academic procrastination and treatment based on acceptance and commitment had a significant effect on the academic motivation and academic performance of procrastinating students (p<0.001) and there is a significant difference between the two interventions, so that the educational package to prevent academic procrastination has been more effective. Conclusion: Those involved in the field of student education are recommended to use the educational package to prevent academic procrastination in order to solve students' academic problems, especially to improve academic motivation and academic performance.