Comparison of the effectiveness of procrastination-based cognitive behavioral training and cognitive motivational multidimensional intervention on procrastination of students with addicted parents in the second secondary level

The present research was conducted with the aim of comparing the effectiveness of procrastination-based cognitive-behavioral training and cognitive motivational multidimensional intervention on procrastination of secondary school students with addicted parents in Babolsar. The research method was semi-experimental with a pre-test, post-test, and follow-up period with an unequal control group, and the statistical population of the study was all students with addicted parents in the second secondary level of Babolsar and their parents were studying in the academic year of 2001-2001. 45 people were selected as a sample and were placed in two experimental groups and a control group of 15 people and answered the academic procrastination questionnaire of Solomon and Roth Bloom (1984), research and cognitive behavioral training based on procrastination, and multidimensional cognitive motivational intervention. The test was carried on for two groups and the control group was kept waiting. The data was analyzed by the method of analysis of variance with repeated measurements. The findings showed that 78% changes in procrastination scores, 62% changes in homework preparation scores, 63.6% changes in exam preparation scores, and 59.2% changes in essay preparation scores during the pre-test, post-, test and follow-up stages, it was caused by cognitive behavioral training based on procrastination (P<0.05). Also, the findings showed that 73.7% changes in procrastination scores, 58.6% changes in homework preparation scores, 46.2% changes in exam preparation scores, and  44.3% changes in preparation scores during the pre-test, post-test, and follow-up stages, the article was due to the multidimensional intervention of cognitive motivation (P<0.05). Based on the findings of the research, it can be concluded that cognitive behavioral training based on procrastination and cognitive motivational multidimensional intervention has a significant effect (P<0.05) on the procrastination of secondary school students with addicted parents.