Effectiveness of Social-Emotional Learning Training on Academic procrastination and Communication Skills in Female Students

The purpose of this study was to determine the effect of social-emotional learning (SEL) training on academic procrastination and communication skills in female students.The statistical population consisted of eighth grade female students in one of the high schools of district 14 of Tehran in the school year of 2018-2019 with 180 students and 30 students who were selected by Simple Random Samplingand were randomly divided into experimental and control groups.The experimental group received SEL training for 12 sessions.The research method was quasi-experimental with pretest-posttest with experimental and control group with follow-up period and data gathering tool was Solomon & Rothblum (1984) procrastination questionnaire and Queendom (2004) communication skills.The findings were analyzed by one-way and multivariate analysis of covariance tests and dependent t-test using SPSS25 software. The results of analysis of covariance showed that there was a significant difference between the mean of experimental and control groups in academic procrastination scores. Results of dependent t-test showed that there was no significant difference between post-test and follow-up scores. In other words, SEL training has a significant and lasting effect on academic procrastination of female students. The results also showed that there was no significant difference between the mean of experimental and control groups in communication skills scores. In other words, SEL training had no significant effect on the communication skills of female students.