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The Effectiveness of Cognitive- behavioral Techniques Training on Procrastination, Stress, Anxiety and Depression of High School Female Students
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SA Hasar1   , F Nikdel 2, SA Kharamin3 |
1- Department of Psychology, Islamic Azad University, Science and Research Branch, Yasuj, Iran
2- Department of Psychology, Yasuj University, Yasuj, Iran , fnikdel@yu.ac.ir
3- Center of Factors Influencing Health, Yasuj University of Medical Sciences, Yasuj, Iran |
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Abstract: (7824 Views) |
| Background & aim: The purpose of this study is investigating of the effectiveness of cognitive- behavioral techniques training on procrastination, stress, anxiety and depression of high school girls students.
Methods: a quasi experimental pretest-posttest plan with 2 groups was selected to run this study and Procrastination, depression, anxiety and stress questionnaires were used to collect data. Population of this study was all Bahmeie high school girls students of natural science in 1391-92 academic years, 60 of them selected through random cluster sampling techniques as the sample of research. They were placed in 2 groups of 30 subjects (1 control group and 1 experimental group). After the pretest, the participants in experimental group were given cognitive- behavioral techniques training for one hours in 8 sessions. The control group did not receive any traning in all these session. After the sessions, these groups were evaluated once again.
Results: analysis of mancova showed that post test procrastination, anxiety and stress of 2 groups had meaningful difference but difference between post test of 2 groups in depression hadn't been meaningful.
Conclusions: training of cognitive-behavioral techniques reduced procrastination, anxiety and stress in experimental group in comparison with control group but it did not have meaningful effect on control group depression |
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| Keywords: cognitive-behavioral techniques, procrastination, stress, anxiety and depression |
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Full-Text [PDF 325 kb]
(4755 Downloads)
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Type of Study: Research |
Subject:
Special
Received: 2015/03/2 | Accepted: 2015/03/2 | Published: 2015/03/2
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