Comparison of the effectiveness of stress management and self-management training to mothers on reducing academic procrastination in female high school students

The aim of this study was to compare the effectiveness of stress management training and self-management to mothers on reducing their children's academic procrastination.

This was a quasi-experimental study with a pretest-posttest design and one-month follow-up with a control group. The statistical population included female high school students in District 5 of Tehran and their mothers in the academic year 2918-2019. The statistical sample of this study was 48 students along with their mothers who were selected by convenience sampling. Then their mothers were randomly replaced in four groups (three experimental groups and one control group). The stress management and self-management training program and integrated training (stress management and self-management) in 8 sessions of 60 minutes, twice a week. The research instruments included academic procrastination questionnaire (Savari, 2011), data were analyzed using repeated measures analysis of variance test and Benferoni post hoc test using SPSS software version 23.

The results showed that despite the difference between the means of the components and the total score of procrastination in the post-test-follow-up stages, the difference between the means of the components and its total score in the pre-test-post-test and pre-test-follow-up stages at level 0.01 is significant.

In general, the results showed a decrease in the scores of the experimental group compared to the control group (four groups including three experimental groups and one control group) in the post-test, based on which it can be concluded that stress management training and self-management Mothers are effective in delaying the education of their daughters.