Document Type : Research Article (s)
Authors
- Samira Zeynali 1
- Marzieh Talebzadeh Shoushtari 2
- Rezvan Homaei 2
- Sasan Bavi 2
- Fatemeh Sadat Marashian 2
1 Department of Educational Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran
2 Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran
Abstract
Background: Social media addiction has become prevalent among young people, negatively impacting their academic performance. The present study aimed to investigate the effectiveness of cognitive and metacognitive strategy training on selfefficacy and procrastination among female students with social media addiction.
Methods: A quasi-experimental pre-test, post-test, and follow-up design with a control group was used in this study. The target population comprised all female high school students exhibiting social media addiction in Dezful, Iran, during 2023. A convenience sample of 30 participants was randomly assigned to either an experimental group (n=15) or a control group (n=15). The experimental group underwent 10 weekly, 60-minute sessions of cognitive and metacognitive training, while the control group received no intervention. Pre-, post-, and follow-up assessments were conducted using the Academic Self-Efficacy Questionnaire (ASEQ) and the Academic Procrastination Questionnaire (APQ). Repeated measures ANOVA was employed to analyze the data collected using SPSS version 22.
Results: The study results revealed significant differences between the groups in academic self-efficacy and procrastination (P<0.001). The experimental group demonstrated a significant increase in academic self-efficacy from a mean of 67.20±4.67 to 84.27±5.66 and a significant decrease in procrastination from a mean of 35.13±5.96 to 20.40±6.57 (P<0.001). In contrast, the control group showed no significant changes in these variables.
Conclusion: This study indicated that cognitive and metacognitive strategy training is effective in reducing the adverse effects of social media addiction on academic self-efficacy and procrastination among female high school students. These results suggested that equipping high school students with cognitive and metacognitive strategies can empower them to manage their social media usage more effectively, leading to improved academic outcomes.
Highlights
Samira Zeynali: (Google Scholar)
Marzieh Talebzadeh Shoushtari: (Google Scholar)
Keywords
)