Volume 14, Issue 2 (Spring--In Press 2026)
PCP 2026, 14(2): 0-0 |
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Rostami P, Rostami M. The Effectiveness of Mindfulness-Based Stress Reduction Training on Self-Compassion and Attention Deficits Among Students with Academic Procrastination. PCP 2026; 14 (2)
URL: http://jpcp.uswr.ac.ir/article-1-1061-en.html
URL: http://jpcp.uswr.ac.ir/article-1-1061-en.html
1- Department of Counseling, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran
2- Department of Counseling, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran ,m.rostami@uok.ac.ir
2- Department of Counseling, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran ,
Abstract: (706 Views)
Background and Objective: Mindfulness-based stress reduction (MBSR) is a contemporary approach within psychological interventions that helps individuals reduce stress and anxiety by cultivating present-moment awareness. This study aimed to evaluate the effectiveness of MBSR training on self-compassion and attention deficits in students experiencing academic procrastination.
Methods: This research employed a quasi-experimental design with pretest, posttest, and follow-up assessments and a control group. The study population comprised all female students enrolled in lower secondary schools in Sanandaj City, Iran, during the 2023–2024 academic year. From this group, 30 participants were selected through purposive sampling and then randomly assigned to an intervention group (n = 15) and a control group (n = 15). Data were collected using three standardized instruments: the Tuckman Procrastination Scale (TPS), Self-Compassion Scale–Short Form (SCS-SF), and Youth Self-Report (YSR). The data were analyzed using repeated measures multivariate analysis of variance (MANOVA) using SPSS software (version 24).
Findings: The findings indicated that MBSR training significantly increased self-compassion and reduced attention deficits in students with academic procrastination. These effects were sustained in the one-month follow-up for both variables.
Conclusion: Based on the findings, MBSR may be considered an effective intervention program for students struggling with academic procrastination. This intervention may serve as a practical tool for school counselors working with students exhibiting procrastination behaviors.
Methods: This research employed a quasi-experimental design with pretest, posttest, and follow-up assessments and a control group. The study population comprised all female students enrolled in lower secondary schools in Sanandaj City, Iran, during the 2023–2024 academic year. From this group, 30 participants were selected through purposive sampling and then randomly assigned to an intervention group (n = 15) and a control group (n = 15). Data were collected using three standardized instruments: the Tuckman Procrastination Scale (TPS), Self-Compassion Scale–Short Form (SCS-SF), and Youth Self-Report (YSR). The data were analyzed using repeated measures multivariate analysis of variance (MANOVA) using SPSS software (version 24).
Findings: The findings indicated that MBSR training significantly increased self-compassion and reduced attention deficits in students with academic procrastination. These effects were sustained in the one-month follow-up for both variables.
Conclusion: Based on the findings, MBSR may be considered an effective intervention program for students struggling with academic procrastination. This intervention may serve as a practical tool for school counselors working with students exhibiting procrastination behaviors.
Keywords: Academic procrastination, Attention deficit, Mindfulness-based stress reduction (MBSR), Self-compassion
Type of Study: Original Research Article |
Subject:
Rehabilitation
Received: 2025/10/2 | Accepted: 2025/11/9 | Published: 2026/04/27
Received: 2025/10/2 | Accepted: 2025/11/9 | Published: 2026/04/27
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