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چکیده
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Objective: This study investigated the effect of wisdom therapy (general and personal) on academic procrastination among elementary school students. Method: This quasi-experimental study used a pre-test/post-test design with three groups: two experimental and one control. The population included 230 female students from a primary school (grades 4–6) in Songhor Kolyaei County during 2021–2022. Fifty-one students identified as high academic procrastinators (top 25% in delayed homework submission) were randomly selected and assigned to the experimental and control groups, each including 17 students. Academic procrastination was assessed behaviorally through direct observation and systematic recording of delays in submitting a non-curricular assignment over three stages. The experimental groups received six weekly 60-minute wisdom therapy sessions based on Kord Noqabi’s Wisdom Therapy (2020), focusing on reflective thinking, identifying cognitive distortions, clarifying personal values, and creating action plans. The control group received no intervention. Data were analyzed using multivariate analysis of covariance (MANCOVA) in SPSS version 22. Results: Both experimental groups showed a significant reduction in academic procrastination (p < .01), with personal wisdom therapy demonstrating a stronger effect than general wisdom therapy (p < .05). Conclusions: Wisdom therapy effectively reduces academic procrastination among elementary students. Incorporating wisdom-based strategies into educational programs is recommended to enhance academic responsibility and student performance.
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