Evaluation of the effectiveness of self-regulated learning skills training package on reducing procrastination

 The aim of this study was to determine the effectiveness of self-regulated learning skills training on reducing student procrastination on the campuses of Farhangian University in Tehran.

 The research method was quasi-experimental, pretest-posttest with a control group. To conduct the research, among all the student teachers of the campuses of Farhangian University of Tehran province who were studying in the campuses of this university in the academic year 1398-99; Using multi-stage cluster sampling method, after screening student students with high and low procrastination, 30 people were selected and divided into two groups of 15 people in experimental group and control group through simple random sampling method. The Solomon and Roth Bloom (1984) procrastination questionnaire was used to collect data. Data were analyzed using descriptive statistics including mean and standard deviation and in order to answer the research hypotheses, inferential statistical tests including univariate covariance (ANCOVA) were performed.

 The results of "analysis of covariance" showed; Self-regulatory learning skills training has a significant effect on reducing procrastination. Also, the mean score of procrastination in educational, research, cultural and social activities of student-teachers in the experimental group in the pre-test stage was equal to (28.53), (23.80) and (37.40), respectively, and in the post-test stage. Its value has reached (15.33), (26.26) and (25.86), respectively, ie the educational model of self-regulated learning skills has a significant effect on reducing procrastination in continuous and final educational, research, cultural and social activities. The student had teachers on the campuses of Farhangian University in Tehran.

 The data of the present study showed, that by using and self-regulating education, students 'and teachers' procrastination can be reduced.