The Effectiveness of Cognitive Therapy based on Mindfulness on Academic Procrastination and Responsibility of First Grade High School Students in Kovar City

The aim of the present study was to investigate the effectiveness of cognitive therapy based on mindfulness on academic procrastination and responsibility among the first high school students of Kovar city in 1401. The research method was based on practical purpose and in terms of data collection, it was a quasi-experimental type with a pre-test-post-test design with a control group and random assignment of subjects. The statistical population included all male students of the first grade of high school in Kovar city, which was considered as the sample size by using available sampling method, 30 students in two experimental (15 people) and control (15 people) groups. The experimental group received cognitive training based on presence of mind for 8 sessions of 60 minutes, and the control group remained on the waiting list. In order to collect information, the procrastination questionnaire of Solomon and Roth Bloom (1984) and the responsibility of California were used. Also, in order to measure validity, content validity was used, and for this purpose, the questionnaire was approved by the relevant experts. The analysis of the information obtained from the implementation of the questionnaires was done through SPSS-v24 software in two descriptive and inferential parts (covariance analysis). The findings showed that cognitive therapy based on mindfulness has improved academic procrastination in students, and cognitive therapy based on mindfulness has improved students' responsibility. Therefore, it seems that cognitive therapy training based on mindfulness can promote the responsibility of students and provide effective techniques to deal with academic procrastination.