The Effectiveness of Positive Intervention on Academic Optimism, Cognitive Flexibility and Belonging to School in Procrastinating Students

Document Type : Research Paper

Authors

1 MA, Department of Psychology, Home Care Research Center, Dezful Branch, Islamic Azad University, Dezful, Iran

2 Department of Psychology, Home Care Research Center, Dezful Branch, Islamic Azad University, Dezful, Iran

Abstract

This study was conducted with the aim of determining the effectiveness of positive intervention on academic optimism, cognitive flexibility and belonging to school in procrastinating students. The present study was semi experimental (with experimental and control groups) with three-stage (pretest, posttest, follow-up) and two-month follow-up period design. The statistical population of the research was all the students of Dezful city in 2023. The sample size of the research included 30 procrastinating students who were selected by available sampling method and according to the criteria for entering the study. The experimental group received the educational intervention during 8 weeks and 8 sessions of 90 minutes. The questionnaires used in this research included academic optimism, cognitive flexibility and belonging to school questionnaires. The data from the study were analyzed through mixed ANOVA method, using SPSS version 22 software and a significance level of 0.05. The findings showed that there was a significant difference between the experimental and control groups in terms of academic optimism, cognitive flexibility and belonging to school (p<0.001). According to the findings of this research, positive intervention can be suggested as an effective method to improve academic optimism, cognitive flexibility and belonging to school.

Keywords

Main Subjects

References

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Journal of Modern Psychological Researches
Volume 20, Issue 77
April 2025
Pages 170-183

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History

  • Receive Date: 20 July 2024
  • Revise Date: 28 September 2024
  • Accept Date: 22 October 2024

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