A Study to Evaluate the Effectiveness of a Structured Teaching Program on Knowledge Regarding Academic Procrastination and its Management Using Cognitive Behavioral Therapy Techniques Among Higher Secondary School Teachers in a Selected School
DOI:
https://doi.org/10.63682/jns.v14i32S.7682Keywords:
Academic procrastination, cognitive behavioural therapy, structured teaching program, higher secondary teachers, knowledge improvementAbstract
Academic procrastination is a frequent issue among students, often under-recognized or ineffectively addressed by teachers. This study evaluates the effectiveness of a structured teaching program (STP) in enhancing teachers’ knowledge of academic procrastination and its management using cognitive behavioural therapy (CBT) techniques. A quantitative evaluative design with pre-test and post-test was conducted among 50 higher secondary school teachers. The findings reveal significant improvement in knowledge post-intervention, affirming the utility of CBT-based STP in teacher education
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Steel, P. (2007). The Nature of Procrastination. Psychological Bulletin.
Sirois, F.M., & Pychyl, T.A. (2013). Procrastination and the Priority of Short-Term Mood Regulation. Social and Personality Psychology Compass.
Tuckman, B.W. (1991). The Development and Concurrent Validity of the Procrastination Scale. Educational and Psychological Measurement.
Klassen, R.M., et al. (2008). Academic Procrastination of Undergraduates: Low Self-Efficacy and Low Self-Regulation. Journal of Educational Psychology.
Lay, C.H. & Brokenshire, R.G. (1997). Academic Procrastination and Performance. Journal of Social Behavior and Personality.
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