Volume 11, Issue 2 (Spring 2023)
PCP 2023, 11(2): 141-150 |
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Rostami M, Bakhtiarpour S, Hafezi F, Naderi F. Investigating the Effectiveness of Verbal Self-education Training on Academic Procrastination and Symptoms of Attention Deficit/Hyperactivity Disorder in Adolescent Boys With Attention-deficit/Hyperactivity Disorder. PCP 2023; 11 (2) :141-150
URL: http://jpcp.uswr.ac.ir/article-1-839-en.html
URL: http://jpcp.uswr.ac.ir/article-1-839-en.html
1- Department of Health Psychology, Faculty of Humanities, Marand Branch Islamic Azad University, Marand, Iran.
2- Department of Psychology, Faculty of Humanities, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran. ,saeedb81@yahoo.com
3- Department of Psychology, Faculty of Humanities, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran.
2- Department of Psychology, Faculty of Humanities, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran. ,
3- Department of Psychology, Faculty of Humanities, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran.
Abstract: (1961 Views)
Objective: This research aims to study the effectiveness of verbal self-instruction training on symptoms of attention-deficit/hyperactivity disorder (ADHD) and academic procrastination in male teenagers with ADHD.
Methods: This was a quasi-experimental study with a pre-test, post-test, and follow-up with a control group. The statistical population included all male teenagers with ADHD in Tabriz City, Iran. A total of 30 male teenagers with ADHD were selected via the purposive sampling method and were randomly assigned to experimental and control groups. The research tools were the child symptom inventory-4 questionnaire and the Solomon and Rothblum academic procrastination scale. Descriptive statistical indices and the analysis of covariance tests were employed for data description and testing of the research hypotheses.
Results: The F ratio of the univariate analysis of covariance for dependent variables showed a significant difference in the variables of academic procrastination and ADHD symptoms between the experimental and the control (P>0.001) group. Accordingly, verbal self-instruction is effective in improving academic procrastination and ADHD.
Conclusion: The results showed that verbal self-instruction training affects symptoms of ADHD and academic procrastination.
Methods: This was a quasi-experimental study with a pre-test, post-test, and follow-up with a control group. The statistical population included all male teenagers with ADHD in Tabriz City, Iran. A total of 30 male teenagers with ADHD were selected via the purposive sampling method and were randomly assigned to experimental and control groups. The research tools were the child symptom inventory-4 questionnaire and the Solomon and Rothblum academic procrastination scale. Descriptive statistical indices and the analysis of covariance tests were employed for data description and testing of the research hypotheses.
Results: The F ratio of the univariate analysis of covariance for dependent variables showed a significant difference in the variables of academic procrastination and ADHD symptoms between the experimental and the control (P>0.001) group. Accordingly, verbal self-instruction is effective in improving academic procrastination and ADHD.
Conclusion: The results showed that verbal self-instruction training affects symptoms of ADHD and academic procrastination.
Keywords: Verbal self-instruction, Symptoms of attention-deficit /hyperactivity disorder, Academic procrastination
Type of Study: Research |
Subject:
Cognitive behavioral
Received: 2022/07/18 | Accepted: 2022/11/29 | Published: 2023/04/1
Received: 2022/07/18 | Accepted: 2022/11/29 | Published: 2023/04/1
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