The effect of schema therapy on academic procrastination in elementary sixth grade students

Abstract

Purpose: this study examines the effect of schema therapy on academic procrastination. Method: this study is Quasi-experimental Typical pretest- posttest with control group. The statistical population includes sixth grade female students in the city of Dezfoul. Thirty students were selected with step random sampling. They were then randomly assigned to control and experimental groups (each n=15). Experimental intervention was performed in 8 fifty minutes sessions on experimental group, and follow- up phase was followed one month after finishing the treatment. The Savari academic procrastination inventory was used to students. Findings: the analysis of Univariate covariance (ANCOVA) showed that Schema therapy has significantly decreased the symptoms of academic procrastination in the experimental group. This result was the same significantly during the follow-up period. Conclusion: the Schema therapy intervention in treating students’ academic procrastination had been effective.