نوع مقاله : علمی پژوهشی
نویسنده
استادیار، گروه آموزشی روانشناسی و مشاوره، دانشگاه فرهنگیان، تهران، ایران، 4462-3727-0003-0000
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسنده [English]
Background and Objectives: The aim of the present study was to determine the effect of motivational-behavioral interventions based on Martin's motivational cycle on procrastination and self-disempowerment in student teachers. Methods: This applied research was of an experimental type with a pre-test-post-test design with a control group. The statistical population included all the students of Farhangian University in 2021-2022. In the first stage, 310 people were randomly selected as a sample, and in the second stage 60 female and male students, who had higher grades in procrastination and self-disability were selected and placed in two groups: experimental and control. The procrastination questionnaires by Solomon and Roth-Blam (1984) and Midley, Arunkumar and Ordan's (2000) self-handicapping questionnaires were used to collect data. Descriptive and inferential statistics were used to analyze the data using the covariance analysis method with SPSS version 21 software. Findings: The results showed that multidimensional cognitive-behavioral interventions were effective in reducing procrastination and self- disempowerment, and students obtained lower grades in the post-test. Conclusion: Therefore, it can be concluded that recognizing procrastination and self- disempowerment and choosing appropriate methods that lead to their reduction can help improve the performance and motivation of students and increase the efficiency of the educational system.
کلیدواژهها [English]
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