Farshad Mohsenzadeh; Zahra Jahanbakhshi; Hossein Keshavarz Afshar
Volume 5, Issue 19 , October 2015, , Pages 203-220
Abstract
Academic procrastination is a common problem and hindrance to students' academic achievement, such that diverse studies have suggested that 50 to 95% of people have procrastinated in doing their assignments. Despite the negative problems and consequences it brings about, few interventional efforts have ...
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Academic procrastination is a common problem and hindrance to students' academic achievement, such that diverse studies have suggested that 50 to 95% of people have procrastinated in doing their assignments. Despite the negative problems and consequences it brings about, few interventional efforts have been made to tackle it, and counseling specialists have few interventional options. This study seeks to examine the impact of an interventional option, namely reality therapy, on reduced academic procrastination. To this end, 60 individuals were randomly selected from among the male high school freshmen with high levels of academic procrastination identified in the initial study and divided into two experiment and control groups. The former was exposed to reality therapy provided by means of WDEP, while the latter underwent no intervention. An analysis of the data and comparison of difference in means of pretest and posttest scores achieved by the both groups using a t-test on each group separately indicated that academic procrastination scores in the experiment group have significantly reduced to the extent more than the control group. The research finding shows that reality therapy could be adopted as a serious interventional option for the purpose of decreasing academic procrastination. Finally, implications for teachers and parents were discussed.
