Document Type : Research Paper
Authors
1
Ph.D. student of Educational Psychology, Department of Psychology, Arak Branch, Islamic Azad University, Arak, Iran
2
Associate Professor of Psychology, Islamic Azad University, Garmsar Branch, Garmsar, Iran (corresponding author)
3
Associate Professor, Department of Consulting, Khomein Branch, Islamic Azad University, Khomein, Ira Associate Professor of Psychology, Islamic Azad University, Arak Branch, Arak, Iran
4
Assistant Professor of Psychology, Islamic Azad University, Arak Branch, Arak, Iran
Abstract
Introduction: Considering that procrastination will cause many problems, especially in the field of learning, therefore, the present study was conducted with the aim of "Evaluating the effectiveness of creativity training and teaching learning strategies on the academic vitality and self-efficacy of procrastinating female students."
Methods: The present study was a semi-experimental study with a pre-test-post-test design with a control group and a follow-up period. The statistical population included all the second high school female students of Arak city in the academic year of 1998, numbering 13,700 people. Out of this number, 60 students whose academic procrastination score was low were selected by the purposeful sampling method and randomly assigned to three experimental and experimental groups. The first experimental group received the creativity training program based on the Pirkhafi model (2018) and the second experimental group received learning strategies based on the Kerami and Amirtimori model (2012). In this research, procrastination questionnaires (2012) and life questionnaires of Hosseini Chari and Dehghanizadeh (2011) and auto-amadi Jinks and Morgan (1999) were used. Data were analyzed using multivariate analysis of variance.
Results: The findings showed that there is a significant difference in the level of vitality and academic self-efficacy between the experimental and control groups in the field of teaching creativity and teaching learning strategies (P<0.001); Also, there is a significant difference between the comparison of the effect of training in favor of creativity training (P<0.001).
Conclusion: It seems that teaching creativity and learning strategies promotes vitality and self-efficacy in procrastinating female students.
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