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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| Format: | Article |
| Language: | English |
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University of Hormozgan
2024-06-01
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| Series: | Iranian Journal of Educational Research |
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| Online Access: | http://ijer.hormozgan.ac.ir/article-1-157-en.pdf |
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| author | Parisa Nematzadeh sote Hosssein ali Qanadzadegan Seyedeh olia Emadian |
| author_facet | Parisa Nematzadeh sote Hosssein ali Qanadzadegan Seyedeh olia Emadian |
| author_sort | Parisa Nematzadeh sote |
| collection | DOAJ |
| description | 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. |
| format | Article |
| id | doaj-art-3f7b1d347d1b44c9a7e14d49de1cba99 |
| institution | Kabale University |
| issn | 1735-563X 2980-874X |
| language | English |
| publishDate | 2024-06-01 |
| publisher | University of Hormozgan |
| record_format | Article |
| series | Iranian Journal of Educational Research |
| spelling | doaj-art-3f7b1d347d1b44c9a7e14d49de1cba992025-01-08T10:31:42ZengUniversity of HormozganIranian Journal of Educational Research1735-563X2980-874X2024-06-0132157170Comparison of the Effectiveness of Cognitive-Behavioral Education Based on Procrastination and Cognitive Motivational Multidimensional Intervention on Self-Efficacy of Students with Addicted ParentsParisa Nematzadeh sote0Hosssein ali Qanadzadegan1Seyedeh olia Emadian2 PHD student in psychology. Sari Branch. Islamic Azad University, Iran Assistant Professor. Department of Psychology. Sari Branch. Islamic Azad University. Sari. Iran Assistant Professor. Department of Psychology. Sari Branch. Islamic Azad University. Sari. Iran 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.http://ijer.hormozgan.ac.ir/article-1-157-en.pdfcognitive-motivational interventionself-efficacycognitive-behavioral trainingprocrastinationstudents |
| spellingShingle | Parisa Nematzadeh sote Hosssein ali Qanadzadegan Seyedeh olia Emadian Comparison of the Effectiveness of Cognitive-Behavioral Education Based on Procrastination and Cognitive Motivational Multidimensional Intervention on Self-Efficacy of Students with Addicted Parents Iranian Journal of Educational Research cognitive-motivational intervention self-efficacy cognitive-behavioral training procrastination students |
| title | Comparison of the Effectiveness of Cognitive-Behavioral Education Based on Procrastination and Cognitive Motivational Multidimensional Intervention on Self-Efficacy of Students with Addicted Parents |
| title_full | Comparison of the Effectiveness of Cognitive-Behavioral Education Based on Procrastination and Cognitive Motivational Multidimensional Intervention on Self-Efficacy of Students with Addicted Parents |
| title_fullStr | Comparison of the Effectiveness of Cognitive-Behavioral Education Based on Procrastination and Cognitive Motivational Multidimensional Intervention on Self-Efficacy of Students with Addicted Parents |
| title_full_unstemmed | Comparison of the Effectiveness of Cognitive-Behavioral Education Based on Procrastination and Cognitive Motivational Multidimensional Intervention on Self-Efficacy of Students with Addicted Parents |
| title_short | Comparison of the Effectiveness of Cognitive-Behavioral Education Based on Procrastination and Cognitive Motivational Multidimensional Intervention on Self-Efficacy of Students with Addicted Parents |
| title_sort | comparison of the effectiveness of cognitive behavioral education based on procrastination and cognitive motivational multidimensional intervention on self efficacy of students with addicted parents |
| topic | cognitive-motivational intervention self-efficacy cognitive-behavioral training procrastination students |
| url | http://ijer.hormozgan.ac.ir/article-1-157-en.pdf |
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