| Abstract:
The aim of this study was to investigate the effectiveness of acceptance and commitment therapy (ACT) training on academic procrastination and adjustment to school among high school girl students. This study was semi-experimental study with two groups and pre-test and post-test. The statistical population of the present study comprised all high school girl students of the 10th grade of Mashhad in the academic year of 1396-97. To select the participants, a random multi-stage cluster sampling method was used. A total of 60 students were selected and randomly assigned to experimental and control groups. To collect the data, academic procrastination and adjustment to school questionnaires were used. For data analysis, the method of One-Way Covariance Analysis of Variance (ANCOVA), and Multivariate Analysis of Covariance (MANCOVA) were used. The findings showed that the effectiveness of ACT training on academic procrastination, and social, emotional, and academic adjustment were statistically significant (P<0. 001). According to the research findings, it can be concluded that ACT training can lead to decreasing academic procrastination and promoting high school students’ social, emotional, and academic adjustment.
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