Effectiveness of schema Therapy on Academic adjustment and Academic procrastination of the Students

The present study was conducted aiming to investigate the effectiveness of schema therapy on Academic adjustment and Academic procrastination of the students.

The present study was quasi-experimental with pretest, posttest, control group and two-month follow-up stage design. The statistical population of the present study included the students at the state universities in Tehran in academic year 2017-18. 30 students were selected through purposive sampling method and they were randomly replaced into experimental and control groups (each group of 15). The experimental group received schema therapy intervention during 8 sessions of 90 minutes during two months. academic adjustment questionnaire (Baker, Siryk, 1984), and academic procrastination questionnaire (Solomon, Rothblom, 1984) were used. The data from the study were analyzed through analysis of variance with repeated measures.

The results showed that schema therapy has significantly influenced Academic adjustment and Academic procrastination of the students (p<0.001).

According to the findings of the present study it can be concluded that through employing techniques such as training coping styles, making communication between present problems and schemata, prioritization and specifying most problematic academic behaviors and offering appropriate behavioral methods, schema therapy can be applied as an efficient method to improve academic adjustment and decrase academic procrastination of the students.