| Summary: | Background and Aim: The aim of this study was to determine the effectiveness of training to overcome learned helplessness on academic procrastination and self-efficacy of female high school students Methods: The present study was a quasi-experimental study with a pretest-posttest design with a control group. The statistical population was all female students of Javad Al-A'meh High School in Baharestan 2 who were studying in the 1400-99 academic year. The research sample consisted of 30 students who were selected by available sampling method based on the criteria of the study and were randomly divided into two groups of experimental (n = 15) and control (n=15). The experimental group received 10 sessions of 90 minutes of intervention to overcome the learned helplessness and the control group remained on the waiting list. The measuring instruments were the general self-efficacy questionnaire of Scherer et al. And the academic procrastination questionnaire of Solomon & Rothblum. The results of analysis of covariance showed that there was a significant difference between the experimental and control groups in academic procrastination and self-efficacy. Findings: The results showed that the training of overcoming learned helplessness has a significant effect on reducing academic procrastination and its components (P>0.05). Also, training on overcoming learned helplessness on increasing self-efficacy. Students have a positive effect (P>0.05). Conclusion: The findings of this study show the effectiveness of learned helplessness training on academic procrastination and self-efficacy. Therefore, it is suggested that psychologists and therapists use this method to improve self-efficacy and reduce academic procrastination.
|
|---|