The Effectiveness of Cognitive group rehabilitation Training on Academic procrastination and academic engagement in students
Introduction: Cognitive factors play a large role in the learning process; therefore purpose of this study was to investigate the effectiveness of Cognitive group rehabilitation training on academic procrastination and academic engagement in students. Methods: The present study is a quasi-experiment...
Main Authors: | , |
---|---|
Format: | Article |
Language: | fas |
Published: |
Shahid Sadoughi University of Medical Sciences
2020-09-01
|
Series: | Journal of Medical Education and Development |
Subjects: | |
Online Access: | http://jmed.ssu.ac.ir/article-1-1117-en.html |
id |
doaj-5454124cba1341d9b17517132be2321e |
---|---|
record_format |
Article |
spelling |
doaj-5454124cba1341d9b17517132be2321e2020-11-25T03:34:42ZfasShahid Sadoughi University of Medical SciencesJournal of Medical Education and Development2251-70652251-82662020-09-011528795The Effectiveness of Cognitive group rehabilitation Training on Academic procrastination and academic engagement in students0Noura Shahmiri1Bahram Mirzaian2 Master of Psychology, Faculty of Educational Sciences and Psychology, Koomesh University, Semnan, Iran Assistant Professor, Faculty of Educational Sciences and Psychology, Sari Branch, Islamic Azad University, Sari, Iran Introduction: Cognitive factors play a large role in the learning process; therefore purpose of this study was to investigate the effectiveness of Cognitive group rehabilitation training on academic procrastination and academic engagement in students. Methods: The present study is a quasi-experimental, pre-test, post-test, and control group. The statistical population of the study consisted of all postgraduate nursing students of Gorgan based on the criteria for entering and exiting the research in the academic year of 2019, that they had academic procrastination. Participants voluntarily responded to the academic procrastination questionnaire. The number of 30 students who had the most academic procrastination scores were selected and randomly assigned to the experimental and control groups. Then, the academic engagement and academic procrastination questionnaires were used as a pre-test for both groups. Cognitive group rehabilitation Training was applied to the experimental group in 8 sessions with 90 minute. At the end of the course, both groups completed the above questionnaires as a post-test. Data were analyzed by multivariate analysis of covariance with SPSS 24 software. Result: The results showed that the mean and standard deviation of academic engagement in the pre-test of the experimental group was 52.84 ± 4.41 and the control group was 49.10 ± 4.75 and in the post-test of the experimental group was 83.36 ± 4.35 and the control group 50.75. ± 4.42 was obtained. The mean and standard deviation of academic procrastination in the pre-test of the experimental group of 65.74 ± 8.24and control of 65.32 ± 7.11and in the post-test of the experimental group of 31.02 ± 4.54 and control of 64.11 ± 6.87 Was obtained. Generally the results showed that Cognitive group rehabilitation Training has a significant effect on academic engagement and academic lagging at the level of P < 0.01. Conclusion: Cognitive group rehabilitation Training should be offered to students to use cognitive strategies and meta-cognitive strategy so that less attention is paid to academic procrastination and lack of academic conflict among students.http://jmed.ssu.ac.ir/article-1-1117-en.htmlcognitive group rehabilitation trainingacademic engagementacademic procrastination. |
collection |
DOAJ |
language |
fas |
format |
Article |
sources |
DOAJ |
author |
Noura Shahmiri Bahram Mirzaian |
spellingShingle |
Noura Shahmiri Bahram Mirzaian The Effectiveness of Cognitive group rehabilitation Training on Academic procrastination and academic engagement in students Journal of Medical Education and Development cognitive group rehabilitation training academic engagement academic procrastination. |
author_facet |
Noura Shahmiri Bahram Mirzaian |
author_sort |
Noura Shahmiri |
title |
The Effectiveness of Cognitive group rehabilitation Training on Academic procrastination and academic engagement in students |
title_short |
The Effectiveness of Cognitive group rehabilitation Training on Academic procrastination and academic engagement in students |
title_full |
The Effectiveness of Cognitive group rehabilitation Training on Academic procrastination and academic engagement in students |
title_fullStr |
The Effectiveness of Cognitive group rehabilitation Training on Academic procrastination and academic engagement in students |
title_full_unstemmed |
The Effectiveness of Cognitive group rehabilitation Training on Academic procrastination and academic engagement in students |
title_sort |
effectiveness of cognitive group rehabilitation training on academic procrastination and academic engagement in students |
publisher |
Shahid Sadoughi University of Medical Sciences |
series |
Journal of Medical Education and Development |
issn |
2251-7065 2251-8266 |
publishDate |
2020-09-01 |
description |
Introduction: Cognitive factors play a large role in the learning process; therefore purpose of this study was to investigate the effectiveness of Cognitive group rehabilitation training on academic procrastination and academic engagement in students.
Methods: The present study is a quasi-experimental, pre-test, post-test, and control group. The statistical population of the study consisted of all postgraduate nursing students of Gorgan based on the criteria for entering and exiting the research in the academic year of 2019, that they had academic procrastination. Participants voluntarily responded to the academic procrastination questionnaire. The number of 30 students who had the most academic procrastination scores were selected and randomly assigned to the experimental and control groups. Then, the academic engagement and academic procrastination questionnaires were used as a pre-test for both groups. Cognitive group rehabilitation Training was applied to the experimental group in 8 sessions with 90 minute. At the end of the course, both groups completed the above questionnaires as a post-test. Data were analyzed by multivariate analysis of covariance with SPSS 24 software.
Result: The results showed that the mean and standard deviation of academic engagement in the pre-test of the experimental group was 52.84 ± 4.41 and the control group was 49.10 ± 4.75 and in the post-test of the experimental group was 83.36 ± 4.35 and the control group 50.75. ± 4.42 was obtained. The mean and standard deviation of academic procrastination in the pre-test of the experimental group of 65.74 ± 8.24and control of 65.32 ± 7.11and in the post-test of the experimental group of 31.02 ± 4.54 and control of 64.11 ± 6.87 Was obtained. Generally the results showed that Cognitive group rehabilitation Training has a significant effect on academic engagement and academic lagging at the level of P < 0.01.
Conclusion: Cognitive group rehabilitation Training should be offered to students to use cognitive strategies and meta-cognitive strategy so that less attention is paid to academic procrastination and lack of academic conflict among students. |
topic |
cognitive group rehabilitation training academic engagement academic procrastination. |
url |
http://jmed.ssu.ac.ir/article-1-1117-en.html |
work_keys_str_mv |
AT nourashahmiri theeffectivenessofcognitivegrouprehabilitationtrainingonacademicprocrastinationandacademicengagementinstudents AT bahrammirzaian theeffectivenessofcognitivegrouprehabilitationtrainingonacademicprocrastinationandacademicengagementinstudents AT nourashahmiri effectivenessofcognitivegrouprehabilitationtrainingonacademicprocrastinationandacademicengagementinstudents AT bahrammirzaian effectivenessofcognitivegrouprehabilitationtrainingonacademicprocrastinationandacademicengagementinstudents |
_version_ |
1724558025850617856 |