1- Professor, Department of Educational Sciences and Psychology, Farhangian University, Shiraz,Iran , fatemehhooshyar527@yahoo.com
2- Master of Clinical Psychology, Islamic Azad University, shiraz Branch, shiraz, Iran
2- Master of Clinical Psychology, Islamic Azad University, shiraz Branch, shiraz, Iran
Abstract: (10 Views)
Objective: The present study aimed to investigate the effectiveness of academic counseling based on the cognitive–behavioral approach on academic procrastination and self‑compassion among first‑cycle secondary school students in Kharameh County.
Methods: The research design was quasi‑experimental with an experimental group and a control group, including a pretest, posttest, and one‑year follow‑up. The statistical population consisted of all male first‑cycle secondary school students in Kharameh city during the 2023–2024 academic year. Thirty students were selected through convenience sampling and randomly assigned to two groups of 15 (experimental and control). The research instruments included Neff’s Self‑Compassion Questionnaire (2003) and Savari’s Academic Procrastination Questionnaire (2011). Group academic counseling based on the cognitive‑behavioral approach (Asteraki et al., 2022) was implemented for the experimental group in eight 90‑minute sessions. Data were analyzed using analysis of covariance (ANCOVA) with SPSS version 27.
Results: The findings showed that academic counseling based on the cognitive‑behavioral approach had a significant effect on students’ academic procrastination and self‑compassion (p < 0.01). It also reduced intentional procrastination, procrastination caused by physical and mental fatigue, procrastination due to lack of planning, self‑judgment, isolation, and over‑identification, while increasing common humanity and mindfulness.
Conclusions: Based on the findings of this study, academic counseling based on the cognitive‑behavioral approach can be used as an effective intervention to address the academic problems of first‑cycle secondary school students.
Methods: The research design was quasi‑experimental with an experimental group and a control group, including a pretest, posttest, and one‑year follow‑up. The statistical population consisted of all male first‑cycle secondary school students in Kharameh city during the 2023–2024 academic year. Thirty students were selected through convenience sampling and randomly assigned to two groups of 15 (experimental and control). The research instruments included Neff’s Self‑Compassion Questionnaire (2003) and Savari’s Academic Procrastination Questionnaire (2011). Group academic counseling based on the cognitive‑behavioral approach (Asteraki et al., 2022) was implemented for the experimental group in eight 90‑minute sessions. Data were analyzed using analysis of covariance (ANCOVA) with SPSS version 27.
Results: The findings showed that academic counseling based on the cognitive‑behavioral approach had a significant effect on students’ academic procrastination and self‑compassion (p < 0.01). It also reduced intentional procrastination, procrastination caused by physical and mental fatigue, procrastination due to lack of planning, self‑judgment, isolation, and over‑identification, while increasing common humanity and mindfulness.
Conclusions: Based on the findings of this study, academic counseling based on the cognitive‑behavioral approach can be used as an effective intervention to address the academic problems of first‑cycle secondary school students.
Keywords: Academic counseling, Cognitive‑behavioral approach, Academic procrastination, Self‑compassion
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