The Effectiveness of Teaching Academic Procrastination Reducing Strategies on Academic Self-Regulation in the Secondary School Students in Tabriz

Ayatollah Fat'hi¹, Eskandar  Fathi Azar², Mir Mahmoud Mirnasab³, and Rahim Badri Gargari⁴

¹Department of Educational Psychology, Tabriz University ²University of Tabriz. e_fathiazar ³Associate Professor of Education, University of Tabriz. ⁴Associate Professor of Education, University of Tabriz. badri_rahim

DOI : http://dx.doi.org/10.13005/bbra/1939

ABSTRACT: This study aimed to evaluate the effectiveness of teaching procrastination reducing strategies on academic self-regulation in secondary students in Tabriz. For this purpose, 36 students with high academic procrastination were selected through a pilot study and screening, and were divided into two experimental and control groups. The experimental group received a training package on procrastination reducing strategies and the controls went through normal training. Pre-test and post-test were done using the Pintrich & De Groot's self regulatory learning strategies questionnaire (1990). The results showed that the means of the two experimental and control groups were significantly different in the metacognitive component of self-regulated learning strategies (F= 6.94, ,p≤0.05, η= 0.178). However, there was no significant difference in the component of cognitive self regulated learning strategies between the control and experimental groups (F= 1.94, ,p≥0.05).The results can help school counselors and school psychologists to reduce academic procrastination in students.

KEYWORDS: Self regulated learning; academic procrastination; strategies to reduce procrastination

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