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Effectiveness of Intervention Program Based on Cognitive Dissonance Theory on Procrastination among Procrastinating Students
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Razieh Zahedi   , Ali Mehdad * , Hajar Torkan |
| Department Psychology, Isf.C., Islamic Azad University, Isfahan, Iran |
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Abstract: (143 Views) |
TThis study aimed to determine the effectiveness of an intervention program based on cognitive dissonance theory on lowering academic procrastination among junior high school students. Research method was experimental single-case design with the research population consisting of procrastinating students from a girls' high school in Isfahan city, selected via convenience sampling. From this group, four individuals who expressed the highest willingness to participate were selected as the sample. The utilized instrument was Solomon and Rothblum Academic Procrastination Questionnaire (1984), administered to the subjects across three phases: pre-test, intervention, and follow-up. Results revealed that the obtained Reliable Change Index (RCI) for the first, second, third, and fourth subjects regarding academic procrastination was significant in the post-intervention and follow-up phases. This signifies that the procrastination scores of the first, second, third, and fourth subjects significantly improved (decreased) following the intervention and follow-up. Overall, the results demonstrated the success of the intervention program based on cognitive dissonance theory in reducing the academic procrastination of female junior high school students.
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| Keywords: Cognitive Dissonance, Academic Procrastination, Students |
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Type of Study: case report |
Subject:
Special
Received: 2025/09/12 | Revised: 2025/11/22 | Accepted: 2025/11/22
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