Document Type : Research Article (s)
Authors
Department of Psychology, Ahv.C., Islamic Azad University, Ahvaz, Iran
Abstract
Background: Academic procrastination, a pervasive challenge among students, has been shown to significantly impede academic performance and overall well-being. This study investigated the efficacy of self-regulation strategy training in promoting academic flourishing and optimism among students exhibiting tendencies toward academic procrastination.
Methods: This study used a quasi-experimental design with a control group. The study population consisted of male high school students exhibiting academic procrastination in Dezful, Iran during the 2022-2023 academic year. Thirty male high school students (aged 16–18), exhibiting procrastination tendencies (scores above 45 on a procrastination questionnaire), participated in this study. Using a convenience sampling method, the study participants were randomly allocated to either an experimental or a control group (n=15 per group). The experimental group underwent ten weekly 90-minute sessions of self-regulation strategy training. Academic flourishing and academic optimism were assessed using the Academic Flourishing Scale (AFS) and the Academic Optimism Questionnaire (AOQ), respectively, at three intervals: pre-intervention, post-intervention, and at a 45-day follow-up. Repeated measures ANOVA, using SPSS version 25, was employed for data analysis.
Results: Academic flourishing increased significantly from the pre-test (21.01±7.72) to the post-test (34.40±8.09) and followup (32.53±7.22) in the experimental group (P<0.001), while remaining stable in the control group (21.13±7.32, Post-test: 20.93±7.12, Follow-up: 21.89±7.64). Similarly, academic optimism increased significantly from pre-test (68.87±13.88) to posttest (91.47±15.21) and follow-up (89.48±15.37) in the experimental group (P<0.001), while remaining relatively stable in the control group (Pre-test: 68.80±13.59, Post-test: 67.80±12.82, Follow-up: 66.87±14.54). The findings suggested that self-regulation strategy training can enhance academic flourishing and optimism among students with procrastination tendencies (P<0.001).
Conclusions: The findings of this study provided evidence for the efficacy of self-regulation strategy training in promoting academic flourishing and optimism in students exhibiting procrastination tendencies. The significant improvement observed in the experimental group highlights the potential of this intervention to address procrastination and promote positive academic outcomes.
Highlights
Keyumars Keyvan: (Google Scholar)
Fatemeh Sadat Marashian: (Google Scholar)
Keywords
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