THE EFFECTIVENESS OF TEACHING STRATEGIES TO REDUCE ACADEMIC PROCRASTINATION ON SECONDARY SCHOOLS STUDENTS’ ACADEMIC PROCRASTINATION IN TABRIZ

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FATHI AYATOLLAH; FATHI AZAR ESKANDAR; BADRI RAHIM; MIR NASAB MIR MAHMOUD

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Paper Information

Journal: (JOURNAL OF INSTRUCTION AND EVALUATION) JOURNAL OF EDUCATIONAL SCIENCES Year:2015 | Volume:8 | Issue:30 Page(s): 45-57

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Title

THE EFFECTIVENESS OF TEACHING STRATEGIES TO REDUCE ACADEMIC PROCRASTINATION ON SECONDARY SCHOOLS STUDENTS’ ACADEMIC PROCRASTINATION IN TABRIZ

Author(s)

FATHI AYATOLLAH | FATHI AZAR ESKANDAR | BADRI RAHIM | MIR NASAB MIR MAHMOUD | Issue Writer Certificate

Keywords

PROCRASTINATIONQ2

ACADEMIC PROCRASTINATIONQ1

STRATEGIES TO REDUCE ACADEMIC PROCRASTINATIONQ2

Abstract

PROCRASTINATION or delaying a task until tomorrow is so common that it can be considered as one of the inherent tendencies of human beings. Although, PROCRASTINATION is not always a problem, in most cases, through impeding progress and attaining goals, can have unpleasant and irreparable consequences. One of the most common types of PROCRASTINATION is academic PROCRASTINATION. Hence, the aim of this study was to investigate the effectiveness of teaching strategies to reduce PROCRASTINATION on the secondary school students’ academic PROCRASTINATION in Tabriz. To this end, 36 students with high academic PROCRASTINATION, through screening and preliminary study, were assigned to two experimental and control groups. The experimental group received reducing academic PROCRASTINATION strategy instruction whereas the control groups were provided with common daily education. Sovari's (2011) academic PROCRASTINATION scale was used for analysis the pretest and posttest. The results of multi variatean alysis of covariance showed that the means of the experimental and control groups in deliberate academic PROCRASTINATION (f= 4.42, p £ 0.05, h= 0.125) and academic PROCRASTINATION from physical-mental fatigue (f= 5.51, p £ 0.05, h= 0.151) were significantly different but the mean of academic PROCRASTINATION from non programming (f= 0.465, p ³ 0.05) was not significantly different from the control group. The results of the study can help school counselors and psychologists to reduce academic PROCRASTINATION.

Cites

ASSESSING THE PREVALENCE OF ORGANIZATIONAL PROCRASTINATION AND THE ASSOCIATED FACTORS AMONG NURSING AND MIDWIFERY STAFF

References

THE RELATIONSHIP BETWEEN EDUCATIONAL PROCRASTINATION AND GOAL ORIENTATION

Cite

APA: Copy

FATHI, AYATOLLAH, FATHI AZAR, ESKANDAR, BADRI, RAHIM, & MIR NASAB, MIR MAHMOUD. (2015). THE EFFECTIVENESS OF TEACHING STRATEGIES TO REDUCE ACADEMIC PROCRASTINATION ON SECONDARY SCHOOLS STUDENTS’ ACADEMIC PROCRASTINATION IN TABRIZ. (JOURNAL OF INSTRUCTION AND EVALUATION) JOURNAL OF EDUCATIONAL SCIENCES, 8(30), 45-57. SID. https://sid.ir/paper/183512/en

Vancouver: Copy

FATHI AYATOLLAH, FATHI AZAR ESKANDAR, BADRI RAHIM, MIR NASAB MIR MAHMOUD. THE EFFECTIVENESS OF TEACHING STRATEGIES TO REDUCE ACADEMIC PROCRASTINATION ON SECONDARY SCHOOLS STUDENTS’ ACADEMIC PROCRASTINATION IN TABRIZ. (JOURNAL OF INSTRUCTION AND EVALUATION) JOURNAL OF EDUCATIONAL SCIENCES[Internet]. 2015;8(30):45-57. Available from: https://sid.ir/paper/183512/en

IEEE: Copy

AYATOLLAH FATHI, ESKANDAR FATHI AZAR, RAHIM BADRI, and MIR MAHMOUD MIR NASAB, “THE EFFECTIVENESS OF TEACHING STRATEGIES TO REDUCE ACADEMIC PROCRASTINATION ON SECONDARY SCHOOLS STUDENTS’ ACADEMIC PROCRASTINATION IN TABRIZ,” (JOURNAL OF INSTRUCTION AND EVALUATION) JOURNAL OF EDUCATIONAL SCIENCES, vol. 8, no. 30, pp. 45–57, 2015, [Online]. Available: https://sid.ir/paper/183512/en

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