Volume 3, Issue 2 (June 2024)
IJER 2024, 3(2): 157-170 |
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Nematzadeh sote P, Qanadzadegan H A, Emadian S O. (2024). Comparison of the Effectiveness of Cognitive-Behavioral Education Based on Procrastination and Cognitive Motivational Multidimensional Intervention on Self-Efficacy of Students with Addicted Parents. IJER. 3(2), 157-170.
URL: http://ijer.hormozgan.ac.ir/article-1-157-en.html
URL: http://ijer.hormozgan.ac.ir/article-1-157-en.html
1- PHD student in psychology. Sari Branch. Islamic Azad University, Iran
2- Assistant Professor. Department of Psychology. Sari Branch. Islamic Azad University. Sari. Iran ,Ghanad.hamid@yahoo.com
3- Assistant Professor. Department of Psychology. Sari Branch. Islamic Azad University. Sari. Iran
2- Assistant Professor. Department of Psychology. Sari Branch. Islamic Azad University. Sari. Iran ,
3- Assistant Professor. Department of Psychology. Sari Branch. Islamic Azad University. Sari. Iran
Abstract: (223 Views)
Objective: The current investigation was carried out to compare the efficacy of cognitive-behavioral education centered on procrastination and motivational-cognitive multidimensional intervention on the self-efficacy of students with addicted parents at the high schools of Babolsar.
Methods: The study employed a semi-experimental research design with pre-test, post-test, and follow-up assessments using an unequal control group. The target population consisted of all students with addicted parents at the high schools in Babolsar and their parents in 2022. A total of 45 individuals were purposively chosen and assigned to two experimental groups and a control group, each comprising 15 participants. The research questionnaires were administered, and cognitive-behavioral training focusing on procrastination and motivational-cognitive multidimensional intervention was conducted for the experimental groups, while the control group was placed on the waiting list for the intervention.
Results: The findings indicated that both interventions were effective in enhancing academic self-efficacy. Moreover, the impact of cognitive-behavioral training based on procrastination was found to be superior to motivational-cognitive multidimensional intervention in terms of academic self-efficacy enhancement.
Conclusions: In conclusion, both interventions exhibit potential for enhancing students' self-efficacy levels.
Methods: The study employed a semi-experimental research design with pre-test, post-test, and follow-up assessments using an unequal control group. The target population consisted of all students with addicted parents at the high schools in Babolsar and their parents in 2022. A total of 45 individuals were purposively chosen and assigned to two experimental groups and a control group, each comprising 15 participants. The research questionnaires were administered, and cognitive-behavioral training focusing on procrastination and motivational-cognitive multidimensional intervention was conducted for the experimental groups, while the control group was placed on the waiting list for the intervention.
Results: The findings indicated that both interventions were effective in enhancing academic self-efficacy. Moreover, the impact of cognitive-behavioral training based on procrastination was found to be superior to motivational-cognitive multidimensional intervention in terms of academic self-efficacy enhancement.
Conclusions: In conclusion, both interventions exhibit potential for enhancing students' self-efficacy levels.
Keywords: Cognitive-motivational intervention, Self-efficacy, Cognitive-behavioral training, Procrastination, Students
Type of Study: Original |
Subject:
Educational Psychology
Received: 2023/08/9 | Accepted: 2024/03/11 | Published: 2024/06/1
Received: 2023/08/9 | Accepted: 2024/03/11 | Published: 2024/06/1
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