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1- PhD student of Educational Psychology, Department of Psychology, Bojnourd Branch, Islamic Azad University, Bojnourd, Iran
2- Assistant professor of Educational Psychology, Department of Psychology, Bojnourd Branch, Islamic Azad University, Bojnourd, Iran
3- Assistant professor of Psychology, Department of Psychology, Bojnourd Branch, Islamic Azad University, Bojnourd, Iran
2- Assistant professor of Educational Psychology, Department of Psychology, Bojnourd Branch, Islamic Azad University, Bojnourd, Iran
3- Assistant professor of Psychology, Department of Psychology, Bojnourd Branch, Islamic Azad University, Bojnourd, Iran
Abstract: (184 Views)
Purpose: This study aimed to compare the effectiveness of academic buoyancy training and psychological capital training on academic procrastination among female students.
Methodology: The population of this research included all female high school students in District 7 of Mashhad in the academic year 2020-2021. To collect data, the Academic Procrastination Questionnaire by Solomon and Rothblum (1984) was used. This research was a quasi-experimental study with a pre-test and post-test design with a control group, involving 45 participants who had higher scores on the dependent variable and were willing to participate in training sessions. They were randomly assigned to two experimental groups and one control group (each group consisting of 15 students). One week after the pre-test was conducted for all three groups, one of the experimental groups was exposed to the independent variable of academic buoyancy training, and the second experimental group was exposed to psychological capital training, while the control group did not receive any training. Then, a post-test was administered to all groups. In this study, to examine the differences between groups, multivariate and univariate repeated measures analysis of variance was used, taking into account within-group (test) and between-group (group membership) factors.
Findings: The results showed that both academic buoyancy training and psychological capital training led to a reduction in academic procrastination among female students. The results also indicated that there was no significant difference in the effectiveness of academic buoyancy training and psychological capital training on academic procrastination.
Conclusion: It can be concluded that both academic buoyancy training and psychological capital training are effective in reducing academic procrastination, and there is no difference in their level of effectiveness.
Methodology: The population of this research included all female high school students in District 7 of Mashhad in the academic year 2020-2021. To collect data, the Academic Procrastination Questionnaire by Solomon and Rothblum (1984) was used. This research was a quasi-experimental study with a pre-test and post-test design with a control group, involving 45 participants who had higher scores on the dependent variable and were willing to participate in training sessions. They were randomly assigned to two experimental groups and one control group (each group consisting of 15 students). One week after the pre-test was conducted for all three groups, one of the experimental groups was exposed to the independent variable of academic buoyancy training, and the second experimental group was exposed to psychological capital training, while the control group did not receive any training. Then, a post-test was administered to all groups. In this study, to examine the differences between groups, multivariate and univariate repeated measures analysis of variance was used, taking into account within-group (test) and between-group (group membership) factors.
Findings: The results showed that both academic buoyancy training and psychological capital training led to a reduction in academic procrastination among female students. The results also indicated that there was no significant difference in the effectiveness of academic buoyancy training and psychological capital training on academic procrastination.
Conclusion: It can be concluded that both academic buoyancy training and psychological capital training are effective in reducing academic procrastination, and there is no difference in their level of effectiveness.
Keywords: Academic Buoyancy Training, Psychological Capital Training, Academic Procrastination, Female Student
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