The effectiveness of cognitive-behavioral intervention on decisional procrastination and academic self- efficacy education the students

This study aimed to determine the effectiveness of cognitive-behavioral intervention decisional procrastination and academic self-efficacy students.

The research method was experimental with pre-test and post-test with control group. The study sample consisted of all high school students Maragheh city. In this study, using cluster sampling method 30 high school student in experimental and control groups (each sub-group of 15 patients) were selected as sample. To collect data, a questionnaire, was used by academic self-efficacy and decisional procrastination and cognitive-behavioral treatment protocol testing was conducted on students. For data analysis of univariate analysis of covariance was used.

Based on the results of covariance test, post-test cognitive-behavioral therapy on increasing the academic self-efficacy and reduce procrastination decision had a significant effect (P<0.05).

Based on the results obtained, it can be said that the direct and indirect use of training cognitive - behavioral therapy can be used to increase the academic self-efficacy and reduce decisional procrastination help.