The Comparison between Emotion Regulation and Mindfulness Methods in Reducing of Academic Procrastination and Academic Burnout in High School Students

Document Type : Research Paper

Authors

1 1. Assistant Professore, Department of Educational Sciences. Farhangian University, Tehran, Iran

2 Assistant Professore, Department of Educational Sciences. Farhangian University, Tehran, Iran

Abstract

The purpose of this study was to compare the two methods of emotion regulation and mindfulness therapy on reducing academic procrastination and academic burnout in students. The research method was quasi-experimental. From the statistical population of the high school girl students of Ahvaz high school in the academic year of 2017-2018, which were 2300, 36 students were selected by purposeful-voluntary sampling in three groups of 12 (two experimental and one control group) in the process. Research participated. The instruments used in this study were the procrastination assessment scale developed by Solomon & Raum (1984) and the school burnout inventory made by Salmella-Arrow, Kioru, Laskinen, and Normi ​​(2009). The results of multivariate analysis of covariance showed that there was a significant decrease in academic procrastination and academic burnout scores in the posttest of both experimental groups compared to the control group. The effect of the two methods studied does not show a significant difference; therefore, using both emotion regulation and mindfulness therapy to reduce academic procrastination and academic burnout is recommended.

Keywords

References

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Educational and Scholastic studies
Volume 9, Issue 2 - Serial Number 23
September 2020
Pages 137-156

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