Determining the Effect of Motivational-Behavioral Interventions Based on Martin's Motivational Cycle on Procrastination and Self-Disempowerment in Student Teachers of Farhangian University of Kurdistan Province in the Academic Year of 2021-2022

The aim of the present study was to determine the effect of motivational-behavioral interventions based on Martin's motivational cycle on procrastination and self-disempowerment in student teachers.

This applied research was of an experimental type with a pre-test-post-test design with a control group. The statistical population included all the students of Farhangian University in 2021-2022. In the first stage, 310 people were randomly selected as a sample, and in the second stage 60 female and male students, who had higher grades in procrastination and self-disability were selected and placed in two groups: experimental and control. The procrastination questionnaires by Solomon and Roth-Blam (1984) and Midley, Arunkumar and Ordan's (2000) self-handicapping questionnaires were used to collect data. Descriptive and inferential statistics were used to analyze the data using the covariance analysis method with SPSS version 21 software.

The results showed that multidimensional cognitive-behavioral interventions were effective in reducing procrastination and self- disempowerment, and students obtained lower grades in the post-test.

Therefore, it can be concluded that recognizing procrastination and self- disempowerment and choosing appropriate methods that lead to their reduction can help improve the performance and motivation of students and increase the efficiency of the educational system.