Effectiveness of Positive Thinking training on Cognitive emotion regulation and Academic procrastination in Secondary school girl students

Abstract

The purpose of this study was to investigate the Effectiveness of Positive Thinking training on Cognitive emotion regulation and Academic procrastination in Secondary school girl students. The research method was a semi-experimental pre-test and post-test with control group. The statistical population consisted of all girls students of secondary school in the 24th district of Tehran in 2017-2018. In the sample group, 40 girls high school students were selected through simple random sampling and were replaced in two groups (control and intervention). At first, emotional regulation questionnaires (Garnofski &et al., 2001) and negligence (Tuckman, 1991) were performed for both groups (pre-test). Then, the intervention group received a Positive Thinking Program in 8 sessions of 90 minutes and once a week, while the control group did not receive any educational intervention. After this stage, both groups were re-evaluated with the questionnaire (retest). Data was analyzed using multivariate covariance analysis in SPSS software version 22. The results showed that the implementation of positive thinking training has a significant effect on emotional regulation (p <0/01). Also, the results showed that the implementation of positive thinking training has a significant effect on academic procrastination (p <0/01).

Keywords

• positive thinking
• cognitive emotion regulation
• academic procrastination