Middle Eastern Journal of Disability Studies
Middle Eastern Journal of Disability Studies
Volume 16 - Vol 16, 2026
MEJDS (2026) 16: 5 |
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Panahi N, Soleimani T, jafari E, taklavi S. Determining the Effectiveness of Group Reality Therapy on Academic Procrastination in Female High School Students in Ardabil City with Academic Burnout. MEJDS 2026; 16 :5
URL: http://jdisabilstud.org/article-1-3723-en.html
URL: http://jdisabilstud.org/article-1-3723-en.html
1- Department of Psychology, Ard.C., Islamic Azad University, Ardabil, Iran
2- Department of Educational Sciences, Ard.C., Islamic Azad University, Ardabil, Iran
3- Department of Psychology, Teh.C., Payam Nour University, Tehran, Iran
2- Department of Educational Sciences, Ard.C., Islamic Azad University, Ardabil, Iran
3- Department of Psychology, Teh.C., Payam Nour University, Tehran, Iran
Abstract: (19 Views)
Background & Objectives: In recent years, one of the factors affecting education that has spread to educational situations and contexts and has received less attention is the variable of academic burnout, which is one of the factors that disrupt education. Academic burnout is a type of disorder caused by prolonged exposure to stressful environmental conditions, affecting an individual’s physical, psychological, emotional, and mental dimensions. One of the factors affecting academic burnout is academic procrastination, and there is increasing evidence that academic procrastination can play a role in the creation and continuation of academic burnout. Academic procrastination is defined as the tendency to intentionally delay academic tasks and activities, which, despite awareness of its negative consequences, is considered more common and destructive than other obstacles to academic success. Among the various therapeutic approaches, group reality therapy is more well–known than other approaches for working with adolescents in educational settings. Accordingly, the present study was conducted with the aim of determining the effectiveness of group reality therapy on academic procrastination in female high school students in Ardabil with academic burnout.
Methods: This study was a quasi–experimental study with a pretest-posttest design with an experimental group and a control group. The statistical population consisted of female students in the first course of high school in Ardabil with high academic burnout in the academic year 2024–2025, from which 30 eligible volunteers were placed in two experimental and control groups of 15 people using a convenience sampling method after meeting the inclusion criteria. The inclusion criteria for participants in the study were being female, studying in the first course of high school, residing in Ardabil city, being interested in cooperating with the research, having no physical or mental illnesses, and having no stuttering or learning disabilities (based on information included in the students' health records). The exclusion criteria for participants from the research were non–cooperation in the research, receiving similar interventions simultaneously, and absence from more than three training sessions. The ethical considerations of the present research were as follows: All participants received information about the research orally and participated if they wished; Participants were assured that all their information would remain confidential and was not recorded to protect their privacy. The instruments used in this study were Academic Burnout Questionnaire (Breso et al., 2007) and Procrastination Assessment Scale–Student (PASS) (Solomon & Rothblum, 1984). The Glasser group reality therapy program was implemented only for the experimental group. This intervention program was conducted as eight 90–minute sessions, one session per week, by the school psychologist. Data analysis was performed using SPSS software, version 27, at two levels: descriptive statistics (frequency, percentage, mean, and standard deviation) and inferential statistics (univariate analysis of covariance). The significance level in statistical tests was set at 0.05.
Results: The results showed that the effect of group reality therapy on reducing academic procrastination in the experimental group was significant after removing the pretest effect (p=0.003). According to the effect size, 23.1% of the changes in academic procrastination in the posttest phase was explained by receiving group reality therapy.
Conclusion: Based on the results, group reality therapy can lead to a reduction in academic procrastination among female students with academic burnout. Accordingly, it is recommended that mentors, psychologists, and specialists use this program as supplementary training alongside other educational methods.
Methods: This study was a quasi–experimental study with a pretest-posttest design with an experimental group and a control group. The statistical population consisted of female students in the first course of high school in Ardabil with high academic burnout in the academic year 2024–2025, from which 30 eligible volunteers were placed in two experimental and control groups of 15 people using a convenience sampling method after meeting the inclusion criteria. The inclusion criteria for participants in the study were being female, studying in the first course of high school, residing in Ardabil city, being interested in cooperating with the research, having no physical or mental illnesses, and having no stuttering or learning disabilities (based on information included in the students' health records). The exclusion criteria for participants from the research were non–cooperation in the research, receiving similar interventions simultaneously, and absence from more than three training sessions. The ethical considerations of the present research were as follows: All participants received information about the research orally and participated if they wished; Participants were assured that all their information would remain confidential and was not recorded to protect their privacy. The instruments used in this study were Academic Burnout Questionnaire (Breso et al., 2007) and Procrastination Assessment Scale–Student (PASS) (Solomon & Rothblum, 1984). The Glasser group reality therapy program was implemented only for the experimental group. This intervention program was conducted as eight 90–minute sessions, one session per week, by the school psychologist. Data analysis was performed using SPSS software, version 27, at two levels: descriptive statistics (frequency, percentage, mean, and standard deviation) and inferential statistics (univariate analysis of covariance). The significance level in statistical tests was set at 0.05.
Results: The results showed that the effect of group reality therapy on reducing academic procrastination in the experimental group was significant after removing the pretest effect (p=0.003). According to the effect size, 23.1% of the changes in academic procrastination in the posttest phase was explained by receiving group reality therapy.
Conclusion: Based on the results, group reality therapy can lead to a reduction in academic procrastination among female students with academic burnout. Accordingly, it is recommended that mentors, psychologists, and specialists use this program as supplementary training alongside other educational methods.
Type of Study: Original Research Article |
Subject:
Psychology
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