Comparison of the Effectiveness of Cognitive-Behavioral Education Based on Procrastination and Cognitive Motivational Multidimensional Intervention on Self-Efficacy of Students with Addicted Parents
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 stu...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
University of Hormozgan
2024-06-01
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| Series: | Iranian Journal of Educational Research |
| Subjects: | |
| Online Access: | http://ijer.hormozgan.ac.ir/article-1-157-en.pdf |
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| Summary: | 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. |
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| ISSN: | 1735-563X 2980-874X |