comparison of the effectiveness of cognitive-behavioral education based on procrastination and cognitive motivational multidimensional intervention on self-efficacy of students with addicted parents

Objective: the current investigation was carried out to compare the efficacy of cognitive-behavioral education centered on procrastination and motivational-cognitive multidimensional intervention on the self-efficacy of students with addicted parents at the high schools of babolsar.methods: the study employed a semi-experimental research design with pre-test, post-test, and follow-up assessments using an unequal control group. the target population consisted of all students with addicted parents at the high schools in babolsar and their parents in 2022. a total of 45 individuals were purposively chosen and assigned to two experimental groups and a control group, each comprising 15 participants. the research questionnaires were administered, and cognitive-behavioral training focusing on procrastination and motivational-cognitive multidimensional intervention was conducted for the experimental groups, while the control group was placed on the waiting list for the intervention.results: the findings indicated that both interventions were effective in enhancing academic self-efficacy. moreover, the impact of cognitive-behavioral training based on procrastination was found to be superior to motivational-cognitive multidimensional intervention in terms of academic self-efficacy enhancement.conclusions: in conclusion, both interventions exhibit potential for enhancing students’ self-efficacy levels.