چکیده: (19 مشاهده)
Abstract
Purpose: Mindfulness-based stress reduction (MBSR) is a contemporary and advanced approach within psychological interventions that helps individuals reduce stress and anxiety by cultivating awareness and attention to the present moment. This study aimed to evaluate the effectiveness of MBSR training on self-compassion and attention deficit in students experiencing academic procrastination.
Methods and Materials: This research adopted a quasi-experimental approach utilizing a pretest–posttest control group design with a follow-up stage. The study population comprised all female students enrolled in lower secondary schools in Sanandaj during the 2023–2024 academic year. From this group, a total of 30 participants were chosen through purposive sampling and then randomly allocated to an intervention group (n = 15) and a control group (n = 15). Data were gathered using three standardized instruments: the Tuckman Procrastination Scale (TPS), the Self-Compassion Scale–Short Form (SCS-SF), and the Youth Self-Report (YSR). The collected data were analyzed using repeated measures multivariate analysis of variance (MANOVA) conducted with SPSS-24 software.
Findings: The findings indicated that MBSR training significantly increased self-compassion and reduced attention deficit in students with academic procrastination. These effects were sustained in the one-month follow-up for both variables.
Conclusion: Based on the findings, MBSR can be considered an effective intervention program for students struggling with academic procrastination. This intervention may serve as a practical tool for school counselors to implement with students exhibiting procrastination behaviors.
Purpose: Mindfulness-based stress reduction (MBSR) is a contemporary and advanced approach within psychological interventions that helps individuals reduce stress and anxiety by cultivating awareness and attention to the present moment. This study aimed to evaluate the effectiveness of MBSR training on self-compassion and attention deficit in students experiencing academic procrastination.
Methods and Materials: This research adopted a quasi-experimental approach utilizing a pretest–posttest control group design with a follow-up stage. The study population comprised all female students enrolled in lower secondary schools in Sanandaj during the 2023–2024 academic year. From this group, a total of 30 participants were chosen through purposive sampling and then randomly allocated to an intervention group (n = 15) and a control group (n = 15). Data were gathered using three standardized instruments: the Tuckman Procrastination Scale (TPS), the Self-Compassion Scale–Short Form (SCS-SF), and the Youth Self-Report (YSR). The collected data were analyzed using repeated measures multivariate analysis of variance (MANOVA) conducted with SPSS-24 software.
Findings: The findings indicated that MBSR training significantly increased self-compassion and reduced attention deficit in students with academic procrastination. These effects were sustained in the one-month follow-up for both variables.
Conclusion: Based on the findings, MBSR can be considered an effective intervention program for students struggling with academic procrastination. This intervention may serve as a practical tool for school counselors to implement with students exhibiting procrastination behaviors.
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