Comparison of the Effectiveness of Time Perspective Therapy and Cognitive-Behavioral Therapy on Academic Motivation, Academic Engagement, Academic Procrastination, and Academic Persistence in Flood-Affected Secondary School Students with Post-Traumatic Stress Disorder Symptoms
Keywords:
academic motivation, academic procrastination, academic persistence, cognitive-behavioral therapy, time perspective therapy, academic engagementAbstract
This study aimed to compare the effectiveness of time perspective therapy with cognitive-behavioral therapy (CBT) on academic motivation, academic engagement, academic procrastination, and academic persistence in flood-affected secondary school students with symptoms of post-traumatic stress disorder (PTSD). The research design was a quasi-experimental extended study with a pretest-posttest and control group, along with follow-up. The statistical population consisted of all first-year secondary school students in the 2020-2021 academic year from the regions of Bavi, Karun, Hamidiyeh, and Shavur in Khuzestan province. After initial screening and obtaining consent from parents and students, 60 participants were selected. The participants were randomly assigned to three groups: 20 in the cognitive-behavioral interventions group, 20 in the time perspective therapy group, and 20 in the control group. The Mississippi PTSD Scale, Academic Motivation Questionnaire, Short Form of the Flow Scale by Martin and Jackson, Academic Procrastination Questionnaire, and Academic Persistence Scale were used for data collection. The data were analyzed using SPSS 24 software through multivariate and univariate covariance analysis. The findings indicated that the hypotheses regarding the effectiveness of time perspective therapy and cognitive-behavioral therapy on academic motivation, academic engagement, academic procrastination, and academic persistence were confirmed. However, the hypotheses comparing the effectiveness of these two therapies on the dependent variables were not supported. Therefore, the implementation of time perspective therapy and cognitive-behavioral therapy is recommended for the dependent variables of the study as well as for other academic issues faced by male and female students at various educational levels.
Downloads
References
Kienzler S, Pech I, Kreibich H, Müller M, Thieken A. After the extreme flood in 2002: changes in preparedness,
response and recovery of flood-affected residents in Germany between 2005 and 2011. Natural Hazards and Earth System
Sciences. 2015;15(3):505-26.
Mega C, Ronconi L, De Beni R. What makes a good student? How emotions, self-regulated learning, and motivation
contribute to academic achievement. Journal of educational psychology. 2014;106(1):121.
Ajmal M, Keezhata MS, Yasir GM, Alam S. Exploring the role of motivation in english language teaching: learners
and teachers perspective. Psychology and Education. 2021;58(1):534-45.
Casanova JR, Cervero A, Núñez JC, Almeida LS, Bernardo A. Factors that determine the persistence and dropout of
university students. 2018.
Otto S, Körner F, Marschke BA, Merten MJ, Brandt S, Sotiriou S, Bogner FX. Deeper learning as integrated
knowledge and fascination for Science. International Journal of Science Education. 2020;42(5):807-34.
Fullan M, Langworthy M. A rich seam: How new pedagogies find deep learning. 2014.
Bakker AB. The work-related flow inventory: Construction and initial validation of the WOLF. Journal of vocational
behavior. 2008;72(3):400-14.
yosefi afrashte m, rezaei s, sadeghi t. The Relationship between Academic Well-being and Learning Approaches and
educational fascination in Zanjan University of Medical Sciences Students. Journal of Sabzevar University of Medical
Sciences. 2021;28(2):287-93.
McCloskey J, Scielzo SA. Finally!: The development and validation of the academic procrastination scale. Manuscript
submitted for publication. 2015.
Munda X, Tiwari VK. The Impact of Academic Procrastination on Students' Performance in Indian School Education
Systems: A Special Research Analysis-Vision 2045. 2024.
Steel P, Taras D, Ponak A, Kammeyer-Mueller J. Self-regulation of slippery deadlines: the role of procrastination in
work performance. Frontiers in Psychology. 2022;12:783789.
Gucciardi DF, Gordon S, Dimmock JA. Advancing mental toughness research and theory using personal construct
psychology. International Review of Sport and Exercise Psychology. 2009;2(1):54-72.
Boniwell I, Zimbardo PG. Balancing time perspective in pursuit of optimal functioning. Positive psychology in
practice: Promoting human flourishing in work, health, education, and everyday life. 2015:223-36.
Zimbardo PG, Boyd JN. Putting time in perspective: A valid, reliable individual-differences metric. Time perspective
theory; review, research and application: Essays in honor of Philip G Zimbardo: Springer; 2014. p. 17-55.
Doowa P. The efficacy of the online CBT-based procrastination intervention on academic procrastination and
academic self-efficacy among Thai University students: a mixed method study. 2023.
Man E, Mohamed MAS, Jusoh AJ, Hassan NA. Integrating Motivational Interviewing and Cognitive Behavioral
Therapy for Addressing Violent Behavior in Secondary School Students: A Stages-to-Change Intervention Module.
International Journal of Education, Information Technology, and Others. 2023;6(4):140-7.
Gaviţa OA, David D, Bujoreanu S, Tiba A, Ionuţiu DR. The efficacy of a short cognitive–behavioral parent program
in the treatment of externalizing behavior disorders in Romanian foster care children: Building parental emotion-regulation
through unconditional self-and child-acceptance strategies. Children and Youth Services Review. 2012;34(7):1290-7.
Giger E, Gall HC, editors. Effect size analysis. 2013 1st International Workshop on Data Analysis Patterns in Software
Engineering (DAPSE); 2013: IEEE.
Gudarzi MA. Checking the validity and reliability of Beck's hopelessness scale in a group of Shiraz University
students. 2002.
Khaled R. Gender differences in students' academic achievement and motivation. Strategic studies of women.
;13(50):81-124.
Martin MO. Predatory prokaryotes: an emerging research opportunity. Journal of molecular microbiology and
biotechnology. 2002;4(5):467-78.
Jalili F, Arefi M, Ghamarani A, Monshi G. Psychometric properties of academic fascination scale in students.
Scientific Journal of Education and Evaluation (Quarterly). 2018;11(41):155-72.
Solomon LJ, Rothblum ED. Academic procrastination: frequency and cognitive-behavioral correlates. Journal of
counseling psychology. 1984;31(4):503.
Narimani M, Mohammad Amini Z, Zahed A, Abolghasemi A. A comparison of effectiveness of training self-regulated
learning strategies and problem-solving on academic motivation in male students with academic procrastination. Journal of
school psychology. 2015;4(1):139-55.
Jamshidi Soluklu B, Raziye S. Investigating the psychometric properties of the academic sustainability scale based on
classical and question-answer theories. Educational measurement and evaluation studies. 2018.
Pfeifer E, Wittmann M. Waiting, thinking, and feeling: variations in the perception of time during silence. Frontiers
in Psychology. 2020;11:602.
Andre L, Van Vianen AE, Peetsma TT, Oort FJ. Motivational power of future time perspective: Meta-analyses in
education, work, and health. PloS one. 2018;13(1):e0190492.
Rebetez MML, Barsics C, Rochat L, D’Argembeau A, Van der Linden M. Procrastination, consideration of future
consequences, and episodic future thinking. Consciousness and cognition. 2016;42:286-92.
Singh JA, Saag KG, Bridges Jr SL, Akl EA, Bannuru RR, Sullivan MC, et al. 2015 American College of
Rheumatology guideline for the treatment of rheumatoid arthritis. Arthritis & rheumatology. 2016;68(1):1-26.
Torkamani F, Samavi SA. Future Perspectives with Readiness of Addiction in Payam Noor University Students.
Iranian Journal of Positive Psychology. 2019;5(4):184-90.
Mirshafieea NS, Jafarib F. How Strength-based Counseling effects on Self-Compassion and Future Time Perspective
in adolescents? Journal of Neurodevelopmental Cognition. 2019;2(1):12-21.
Golestane SM, Afshin SA, Dehghani Y. The relationship between time perspective and goal orientation, academic
procrastination and academic progress of students of different faculties of Persian Gulf University. Social cognition.
;5(2):52-71.
Brown S. Examining time perspective its role in relation to mindfulness, stress, and self-control: İstanbul Bilgi
Üniversitesi; 2017.
Sword RM, Sword RK, Brunskill SR, Zimbardo PG. Time perspective therapy: A new time-based metaphor therapy
for PTSD. Journal of Loss and Trauma. 2014;19(3):197-201.
Tabachnik I. HEALTH-ATTITUDE OF THE STUDENTS WITH ADDICTIVE BEHAVIOR AS A
PSYCHOLOGICAL PROBLEM. 2014.
Zimbardo P, Boyd J. The time paradox: The new psychology of time that will change your life: Simon and Schuster;
Mello ZR, Worrell FC. The past, the present, and the future: A conceptual model of time perspective in adolescence.
Time perspective theory; Review, research and application: Essays in honor of Philip G Zimbardo: Springer; 2014. p. 115-29.
Dibold M, Gerstmayr J. Comparison of planar structural elements for multibody systems with large deformations.
Multibody Dynamics: Computational Methods and Applications. 2011:87-105.
Lee S-H, Workman J, Jung K. Perception of time, creative attitudes, and adoption of innovations: A cross-cultural
study from Chinese and US college students. Sustainability. 2016;8(11):1193.
Duffy SE. The metaphoric representation of time: A cognitive linguistic perspective: University of Northumbria at
Newcastle (United Kingdom); 2015.
Murad OS. Effectiveness of a cognitive-behavioral therapy program on reducing psychological stress and improving
achievement motivation among university students. Universal Journal of Educational Research. 2021;9(6):1316-22.
Pedrelli P, Borsari B, Merrill JE, Fisher LB, Nyer M, Shapero BG, et al. Evaluating the combination of a Brief
Motivational Intervention plus Cognitive Behavioral Therapy for Depression and heavy episodic drinking in college students.
Psychology of Addictive Behaviors. 2020;34(2):308.
Evriani T. How does the effectiveness of cognitive behavior therapy in reducing academic anxiety influence the
academic procrastination of undergraduate students? Buana Pendidikan: Jurnal Fakultas Keguruan dan Ilmu Pendidikan Unipa
Surabaya. 2024;20(1).
Lee J, Thomas R. Overcoming academic procrastination: A behavioral-cognitive approach. Journal of Student
Research. 2023;12(4).
Pirhekayaty T. Cognitive Behavioral Therapy in Iran. Cognitive Behavioral Therapy in a Global Context: Springer;
p. 267-84.
Bendit A, Mariani M, Peluso P, Calabrese E. Supporting Early College High School Students: The Effects of Cognitive
Behavioral Therapy for Perfectionism on Perfectionism, Negative Affectivity, and Social-Emotional Well-Being. Professional
Counselor. 2023;13(3):222-37.
Beck JS. Cognitive behavior therapy: Basics and beyond: Guilford Publications; 2020.
Demir S, Ercan F. The effectiveness of cognitive behavioral therapy‐based group counseling on depressive
symptomatology, anxiety levels, automatic thoughts, and coping ways Turkish nursing students: A randomized controlled trial.
Perspectives in Psychiatric Care. 2022;58(4):2394-406.
Klim-Conforti P, Zaheer R, Levitt AJ, Cheung AH, Schachar R, Schaffer A, et al. The impact of a Harry Potter-based
cognitive-behavioral therapy skills curriculum on suicidality and well-being in middle schoolers: a randomized controlled trial.
Journal of affective disorders. 2021;286:134-41.
Zamboni L, Centoni F, Fusina F, Mantovani E, Rubino F, Lugoboni F, Federico A. The effectiveness of cognitive
behavioral therapy techniques for the treatment of substance use disorders: a narrative review of evidence. The Journal of
nervous and mental disease. 2021;209(11):835-45.
Eneogu ND, Ugwuanyi CK, Ugwuanyi CS. Efficacy of cognitive behavioral therapy on academic stress among rural
community secondary school economics students: a randomized controlled evaluation. Journal of Rational-Emotive &
Cognitive-Behavior Therapy. 2023:1-18.
Ulaş S, Seçer İ. Developing a cbt-based intervention program for reducing school burnout and investigating its
effectiveness with mixed methods research. Frontiers in Psychology. 2022;13:884912.
Ugwuanyi CS, Gana CS, Ugwuanyi CC, Ezenwa DN, Eya NM, Ene CU, et al. Efficacy of cognitive behaviour therapy
on academic procrastination behaviours among students enrolled in Physics, Chemistry and Mathematics Education (PCME).
Journal of Rational-Emotive & Cognitive-Behavior Therapy. 2020;38:522-39.
Shahrokhian N, Hassanzadeh S, Razini HH, Ramshini M. The effects of cognitive-behavioral therapy (CBT) in wellbeing and perceived stress in adolescents with low academic performance during the COVID-19 pandemic. International
Journal of Sport Studies for Health. 2021;4(2):45-52.
Scales PC, Van Boekel M, Pekel K, Syvertsen AK, Roehlkepartain EC. Effects of developmental relationships with
teachers on middle‐school students’ motivation and performance. Psychology in the Schools. 2020;57(4):646-77.
Ronnie J-B, Philip B. Expectations and what people learn from failure. Expectations and actions: Routledge; 2021.
p. 207-37.
Downloads
Published
Submitted
Revised
Accepted
Issue
Section
License
Copyright (c) 2024 Journal of Study and Innovation in Education and Development
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
