International Journal of Psychology (IPA)

en Effectiveness of Intervention Program Based on Cognitive Dissonance Theory on Procrastination in Procrastinating Students Effectiveness of Intervention Program Based on Cognitive Dissonance Theory on Procrastination in Procrastinating Students تخصصي Special گزارش مورد case report <div dir="ltr" style="text-align: justify;">This study aimed to determine the effectiveness of an intervention program based on cognitive dissonance theory on reducing academic procrastination in junior high school students. Research method was quasi-experimental single-case experimental design and research population consisted 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 used instrument was Solomon and Rothblum Academic Procrastination Questionnaire (1984), administered to the subjects across three phases: pre-test, intervention, and follow-up. Results indicated 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 means that, the procrastination scores of the first, second, third, and fourth subjects significantly improved (decreased) after the intervention and follow-up. On the whole, the results indicated the success of the intervention program based on cognitive dissonance theory in decreasing the academic procrastination of female junior high school students.  </div> <div style="text-align: justify;">This study aimed to determine the effectiveness of an intervention program based on cognitive dissonance theory on reducing academic procrastination in junior high school students. Research method was quasi-experimental single-case experimental design and research population consisted 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 used instrument was Solomon and Rothblum Academic Procrastination Questionnaire (1984), administered to the subjects across three phases: pre-test, intervention, and follow-up. Results indicated 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 means that, the procrastination scores of the first, second, third, and fourth subjects significantly improved (decreased) after the intervention and follow-up. On the whole, the results indicated the success of the intervention program based on cognitive dissonance theory in decreasing the academic procrastination of female junior high school students.  </div>   cognitive dissonance, academic procrastination, students cognitive dissonance, academic procrastination, students 131 151 http://ijpb.ir/browse.php?a_code=A-10-52-4&slc_lang=en&sid=1 Razieh Zahedi Razieh Zahedi raziehzahedi666@gmail.com 10031947532846004393 10031947532846004393 No Department Psychology, Isf.C., Islamic Azad University, Isfahan, Iran Department Psychology, Isf.C., Islamic Azad University, Isfahan, Iran Ali Mehdad Ali Mehdad alimahdad@iau.ac.ir 10031947532846004394 10031947532846004394 Yes Department of Psychology, Isf.C., Islamic Azad University, Isfahan, Iran Department of Psychology, Isf.C., Islamic Azad University, Isfahan, Iran Hajar Torkan Hajar Torkan h.torkan@iau.ac.ir 10031947532846004395 10031947532846004395 No Department of Psychology, Isf.C., Islamic Azad University, Isfahan, Iran Department of Psychology, Isf.C., Islamic Azad University, Isfahan, Iran