effectiveness of intervention program based on cognitive dissonance theory on procrastination in procrastinating students

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. 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.