Delayed gratification of students with self-destructive behaviors: Evidence from a comparison of the effectiveness of self-determination skills training and acceptance and commitment-based training

Delayed gratification of students with self-destructive behaviors: Evidence from a comparison of the effectiveness of self-determination skills training and acceptance and commitment-based trainingAbstractThe present study was conducted with the aim of investigating the evidence of the comparison of the effectiveness of self-determination skills training and training based on acceptance and commitment on procrastination in the satisfaction of students with suicidal behaviors. The statistical population of the research included all undergraduate students of Guilan University using a three-stage cluster sampling method among the faculties, fields, and classes held in each of the faculties of Guilan Universit that (test, control and evidence) were assigned. The research tools included Bimbanti's scale of delay in academic satisfaction (2007) and Cunningham's self-destructive behavior (2007) recognition scale. The intervention program was self-determination education and education based on acceptance and commitment. Data analysis using variance method differential scores and three-month follow-up showed that both intervention programs have a positive and significant effect on the postponement of students' satisfaction, and of course, the self-determination intervention program has a greater effect on the satisfaction of students with self-destructive behaviors. Therefore, both intervention programs are suggested as target programs in clinics and universities.