Developing a brain-compatible classroom management training package and its impact on academic procrastination and educational motions in the mathematics course: Evidence from Lorestān nomadic first-grade students of the first cycle secondary schools

The purpose of this study was to develop a brain-friendly classroom management training package and considering its impact on the students' academic procrastination and educational emotions. It was a quasi-experimental study with a pre-test, post-test control group design. The research population included all Lorestān nomadic first grade students of the first cycle secondary schools (19 schools). The research sample consisted of students of the four schools who were selected from among 19 schools, using a simple random sampling method. Then, they were assigned to the experimental (20 students) and control groups (18 students). During 8 sessions (each 90 minutes) in 2 months, the teachers of the experimental group schools taught the students using the training package that was designed and validated in advance, and they also implemented brain-friendly classroom management guidelines in their classroom. During this period, the class of control group students was managed in a traditional way. The data collected through Pakran's academic emotions questionnaire (2005), the academic procrastination questionnaire of Solomon and Rothblum(1984) and the short form of the five-factor personality questionnaire of Neomccurry and Costa(1992) were analyzed using the statistical tests of analysis of covariance and paired samples t-test. Findings showed that implementation of the educational package has significantly (P<0.5) reduced the negative emotions and academic procrastination of students and increased their positive emotions; although, the stability of the effect of the educational package on the students' positive emotions was not confirmed in the follow-up test.