This research deals with the effectiveness of mindfulness training on procrastination and academic stress among female students of the eighth- grade of district 1 Tehran city. This study was a quasi-experimental design, using a pre and post-test exam with the control group. The statistical population of the research was female students in district 1 of Tehran who was studying at the 8th grade in the academic year of 2016-2017. Two schools selected by accident among the female schools in the district of Tehran. Using a primary screening, 80 students randomly replaced by the Tuckman’s Procrastination Questionnaire (2001) and the Zajacova, & et al.’s academic stress Questionnaire (2005) on the acquisition of high scores in Procrastination and academic stress in 2 experimental groups and 2 control groups. The experimental groups were taught in 8 basic techniques. While, during this time, the control groups did not receive the training. The results of the study using the covariance analysis and independent t-test showed that as a result of mindfulness training, there is a significant difference (p<0.05) between the experimental and control groups in the level of procrastination and stress of the students in the pre and post-test. The result is that the use of mindfulness can decrease students' procrastination and academic stress.
Effectiveness of Mindfulness Training on Procrastination and Academic Stress
Educational Psychology, Volume:15 Issue:52, 2019
1 - 13
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