Comparison of the effectiveness of time perspective therapy with mindfulness on academic motivation, academic fascination, academic procrastination and academic sustainability of flood-affected secondary students with symptoms of post-traumatic stress disorder

Abstract

In this research, the effectiveness of time perspective therapy was compared with mindfulness on academic motivation, academic fascination, academic procrastination, and academic sustainability in flooded high school students with symptoms of post-traumatic stress disorder. The research design is an extended semi-experimental method with pre-test-post-test and control group and follow-up study. The statistical population of the research included all the first high school students of the academic year 1399-1400 in high schools in Bavi, Karun, Hamidiyeh and Shavor regions of Khuzestan province. 60 people were selected to after the initial screening and the consent of parents and students and completely randomly, 20 people were assigned in the experimental group of mindfulness therapy, 20 people in the experimental group of time perspective therapy and 20 people in the control group. Mississippi PTSD scale, academic motivation questionnaire, short form of Martin and Jackson fascination scale, academic procrastination questionnaire and academic sustainability scale were used. The data was analyzed with 24spss software using multivariate and univariate analysis of covariance. The results showed that the hypotheses related to the effectiveness of time perspective therapy and mindfulness therapy on academic motivation, academic fascination, academic procrastination and academic sustainability are confirmed, But the hypotheses related to the comparison of the effectiveness of these two treatments on several treatments were not determined. Therefore, it is recommended to implement treatments time perspective therapy and mindfulness therapy for research dependent variables and other academic problems of male and female students in different educational levels.