Volume 15, Issue 2 (summer 2020)                   jmed 2020, 15(2): 87-95 | Back to browse issues page


XML Persian Abstract Print


Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Shahmiri N, Mirzaian B. The Effectiveness of Cognitive group rehabilitation Training on Academic procrastination and academic engagement in students. jmed 2020; 15 (2) :87-95
URL: http://jmed.ssu.ac.ir/article-1-1117-en.html
Assistant Professor, Faculty of Educational Sciences and Psychology, Sari Branch, Islamic Azad University, Sari, Iran , Bahrammirzaian@ gmail.com
Abstract:   (1694 Views)
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.


 
Full-Text [PDF 875 kb]   (597 Downloads)    
Type of Study: Research | Subject: Medical Education
Received: 2020/04/14 | Accepted: 2020/05/27 | Published: 2020/09/21

Add your comments about this article : Your username or Email:
CAPTCHA

Send email to the article author


Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

© 2024 CC BY-NC 4.0 | The Journal of Medical Education and Development

Designed & Developed by : Yektaweb