The Effectiveness of Cognitive-Based Mindfulness Group Counseling on Internet Addiction and Academic Procrastination in Secondary High School Students

Given the dangerous consequences and prevalence of Internet addiction and academic procrastination and their consequences among adolescents and students, the aim of this study was to evaluate the effectiveness of group counseling, cognitive awareness based on cognitive therapy on Internet addiction and academic procrastination in students. It was secondary school. The research design was quasi-experimental and pre-test-post-test-two-month follow-up with the control group. The statistical population of this study included all male high school students in Takestan city in the academic year 2020-2021. The sample consisted of 30 high school male students who were selected by multi-stage cluster random sampling method and at the end were assigned to experimental and control groups. The academic procrastination questionnaire (PASS) and Young Internet Addiction Questionnaire (IAQ) were used to collect data and multivariate analysis of covariance and repeated measures with SPSS-26 software were used to analyze the data. The results showed that cognitive-based mindfulness group counseling was effective in reducing Internet addiction in the post-test and follow-up stages (P <0.01). Also, cognitive-based mindfulness group counseling was effective in reducing academic procrastination in post-test and follow-up stages (P <0.01). According to the findings, it can be said that cognitive-minded group counseling based on cognitive therapy is effective in reducing Internet addiction and academic procrastination in high school students.