The Effectiveness of Self-Efficacy Training on Self-Regulation and Health Behaviors of Procrastinator students

Document Type : Research Article

Authors

1 Psychology, Letters and Humanities, Guilan, Rasht, Iran

2 Psychology, Humanities, Rasht Branch, Islamic Azad University, Rasht. Iran

3 Psychology, Literature and Humanities, Guilan, Rasht. Iran

Abstract

Purpose: Procrastination is a form of self-regulatory failure that can cause major health problems for people. Research evidence suggests in Procrastinator people have seen lower self-efficacy. Therefore, the purpose of this study was to determine the effectiveness of self-efficacy training on self-regulation and the health behaviors of procrastination students.
Method: The present study is a quasi-experimental with a pretest-posttest design. The number of 36 Procrastinator students with cluster sampling and using the Measure of Academic Procrastination, screening and randomly divided into two experimental and control groups and finally the data of 20 people were analyzed. The two groups at the beginning and the end of the research responded to the Self-Regulation Questionnaire and Health-promoting lifestyle profile. The experimental group received self-efficacy training for eight sessions, one session each week.
Findings: The results of the analysis of covariance showed that self-efficacy training had no significant effect on increasing self-regulation (P>0.05). But it was effective in increasing receiving and implementing in the self-regulation process (p < 0.05). The results also showed that self-efficacy training affected increasing the health behaviors of procrastinator students. self-efficacy training was effective in increasing health responsibility and stress management (p < 0.05).
Conclusion: It seems that by using Self-efficacy training, it is possible to influence the onset of the self-regulation process and implementing plans and also impacted on promoting the health behaviors of Procrastinator students.

Keywords

References

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Biquarterly Journal of Cognitive Strategies in Learning
Volume 8, Issue 14
June 2020
Pages 111-137

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