Procrastination or delaying a task until tomorrow is so common that it can be considered as one of the inherent tendencies of human beings. Although, procrastination is not always a problem, in most cases, through impeding progress and attaining goals, can have unpleasant and irreparable consequences. One of the most common types of procrastination is academic procrastination. Hence, the aim of this study was to investigate the effectiveness of teaching strategies to reduce procrastination on the secondary school students’ academic procrastination in Tabriz. To this end, 36 students with high academic procrastination, through screening and preliminary study, were assigned to two experimental and control groups. The experimental group received reducing academic procrastination strategy instruction whereas the control groups were provided with common daily education. Sovari's (2011) academic procrastination scale was used for analysis the pretest and posttest. The results of multi variatean alysis of covariance showed that the means of the experimental and control groups in deliberate academic procrastination (f= 4.42, p £ 0.05, h= 0.125) and academic procrastination from physical-mental fatigue (f= 5.51, p £ 0.05, h= 0.151) were significantly different but the mean of academic procrastination from non programming (f= 0.465, p ³ 0.05) was not significantly different from the control group. The results of the study can help school counselors and psychologists to reduce academic procrastination.

Objective: This study aims to consider the effect of metacognitive strategies on help seeking and academic procrastination probation students in Yasouj University. Method: It was a semi-experimental design with pretest-posttest and control group. The statistical population of the study included the probation students in Yasouj University. 40 students were selected through random sampling method and randomly assigned to two groups composited of treatment group (20 students) and control group (20students). Treatment group encountered with 8 metacognitive strategies. Data gathering process was performed by procrastination scale and help seeking scale in pretest and posttest for all participants in two groups. Gathered data analyzed using analysis of covariance by SPSS-21 software. Results: The results showed that there is significant difference in academic procrastination and help seeking among treatment group and control group. These findings reflect that metacognitive strategies is an effective plan for reducing the academic procrastination and increase help seeking among probation students. Conclusion: this intervention by reforming underpinning ideas among students have effective role in improvement of help seeking and reducing academic procrastination.

Considering the complexity of its cognitive, emotional and behavioral components, procrastination takes many forms, of which the most common form is academic procrastination. The purpose of the present study was to determine the effectiveness of procrastination management training on the enhancement of self-efficacy and learning strategies, and the reduction of procrastination and avoidance of failure in female students. The population in this study included all female students who were studying during the 2013-14 academic year. The sample consisted of 30 female students, who were selected via random sampling. The instruments of this study included the Academic Procrastination Orientation Questionnaire (APOQ), Motivational Cognitive Inventory (MCI) and Motivation and Engagement Scale (MES). Results showed that procrastination management training caused significant improvement in students’ expectancy for success, task-value, organization, rehearsal, metacognitive self-regulation and self-efficacy. Also, the results indicated that procrastination management training caused significant decrease in students’ procrastination and failure-avoidance. Most of the difference between the experimental and the control group were in students’ procrastination, self-efficacy, and metacognition. The finding of the present study confirm that procrastination management training enhances cognitive and motivational strategies and thus it is recommended that educators and therapists use this intervention for improving learning strategies and decrease procrastination.

The purpose of this study was to investigate the experiences of students with academic procrastination. The methodology of this research was qualitative and phenomenological type. Semi-structured interviews were conducted with 11 students of the fourth grade of high school in Marivan city who were selected purposefully in the academic year of 1995-96. Recorded interviews were recorded in written form and analyzed in a seven-stage Colaizzi sampling. An analysis of the lived experiences of students has led to the identification، categorization and extraction of the main categories of "academic procrastination etiology"، "outcomes" and "strategies"، and also from the main categories mentioned، sub categories of intrapersonal etiology including lack of Time management skills، perfectionism and absolute thinking، negative thoughts and fear of failure، lack of interest in the educational subjects and peripheral and interpersonal etiology including friends without plan and motivation، lack of successful prototypes، as well as emotional، psychological، educational، and behavioral-cognitive outcomes and individual-social strategies were extracted as the main categories of consequences and solutions. The findings of this study provided a clear picture of the causes of academic procrastination، outcomes، and problem solving strategies.

The purpose of this study was to investigate the role of cognitive strategies in relation to academic stress and motivational beliefs with academic procrastination. The research method was descriptive-correlational and the statistical population of all athletic students in Golestan province in the academic year of 2018-2019 was which 388 people were selected by simple random sampling method. Data were collected using questionnaires of academic stress, motivational strategies, academic procrastination and cognitive strategies and was analyzed using Pearson correlation coefficient and path analysis. The results showed that cognitive strategy plays a mediating role in relation to academic stress and motivational beliefs. Based on the results, it can be said that familiarity with cognitive strategies that play a key role in the relationship between stress and motivation with procrastination can play a role in reducing the procrastination of athletic students.

Introduction: Students face many obstacles during their studies, which can lead to procrastination and overshadow their academic self-efficacy. The purpose of this study was to evaluate the effectiveness of cognitive and metacognitive learning strategies training on procrastination and academic self-efficacy of medical students. Methods: The research method was semi-experimental and pre-test-post-test with control group. To do this research, 40 students were randomly assigned to experimental and control groups. For data collection in pre-test and post-test, the Educational Procrastination Scale and Educational Self-Esteem Questionnaire were used. For the experimental group, the cognitive and metacognitive learning strategies training program was applied in a grouped manner for 10 sessions. Collected data were analyzed by SPSS-23 software using covariance analysis. Results: The findings showed that the research hypotheses based on the effectiveness of cognitive and metacognitive learning strategies training on procrastination and academic self-efficacy of students of Mashhad University of Medical Sciences have been confirmed. Students in the experimental group had significantly less academic procrastination and more academic self-efficacy, compared to students in the control group. Conclusions: Therefore, it can be concluded that teaching cognitive and meta-cognitive learning strategies is effective on reducing academic procrastination and increasing academic self-efficacy in medical students.