تعطیلات نوروزی مجله- ضمن تبریک فرارسیدن بهار و شروع سال جدید به اطلاع میرساند این نشریه از تاریخ ۲۵ اسفندماه ۱۴۰۲ لغایت ۱۳ فروردین ۱۴۰۳ تعطیل می باشد.

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Abstract:   (3734 Views)
Background and Aim: Test anxiety is one of the common problems among students, which, in addition to creating educational problems, causes behavioral problems among them. Exam anxiety is associated with several factors and there are various methods in this regard. According to the performed examinations, one of the factors associated with the test anxiety is students' procrastination. The purpose of this study was to compare the effectiveness of various programs (optimism, emotional regulation and mindfulness) in reducing the procrastination of students with anxiety tests.
Method: This study is a pre-test experimental, post-test with control group. The statistical population includes all male high school students of Turkmenchay who study in this year's school year 95-96. After performing Sternberg's anxiety test on students and identifying people who had high scores, they were also interviewed for diagnosis. Of the following, four groups of 20 people were selected after the examination and implementation of the test and the interview. They were randomly selected in the groups and a pre-test was performed on the students' procrastination rate. The criterion of entry in the groups is to obtain high scores in the test anxiety test and to diagnose the test anxiety symptoms in the interview and to not associate other physical and psychological disorders in the diagnosis and obtaining of the students 'parents' satisfaction and the absence of any other disabling and chronic illness, including withdrawal and use of psychoactive drugs during the study. In this regard, each group was exposed to one of the methods of optimistic learning, mindfulness, and excitement. There was no training for the control group. After 8 sessions, the training program of each group was compared with each other and the control group. The results of the pretest and posttest groups were compared to the students' fluctuations and analyzed through multivariate covariance analysis using software (SSPS).
Results: According to the results, based on the effect of intervention, mental education, optimism and emotional regulation training on students' academic procrastination with effect size of Þ = 0.291, F (3,75) = 10.272 Had (P = 0.001).
Conclusion: The results of this study show that the effectiveness of optimism training programs, emotional regulation and mindfulness in decreasing procrastination is the subject of this study. However, as discussed in the first chapter, these methods have not been compared with each other. In the present study, the results show the effectiveness of the three methods of training in decreasing procrastination, but among these methods, the method of training for emotional regulation is the most significant difference in mean, the greatest effect, and then the optimism method and, finally, mindfulness.
 
     
Type of Study: Original Research Article | Subject: Psychology

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