Showing 3 results for Kavousian
Dr. Javad Kavousian, Mr Kambiz Karimi,
Volume 6, Issue 4 (3-2019)
Abstract
The purpose of this study was to investigate the effectiveness of meta cognitive skills training on academic Procrastination of students and Academic delay of gratification. The research was a semi-experimental design with pretest-posttest design and control group. Statistical population of the study was all female students of the high school of Kermanshah in 2017- 18 academic year. By using cluster random sampling, 40 students were selected and randomly assigned to two groups of experimental (20) and control groups (20). A meta cognitive skills intervention program was performed in six sessions (once a week in 90-minutes) for the experimental group. Solomon and Ruthblum academic procrastination scale and Academic delay of gratification scale to gather data was used. The data were analyzed using repeated measurements ANOVA. The findings showed that meta cognitive skills training was effective in reducing student academic procrastination (p <0.01) and enhancing the Academic delay of gratification (p <0.05) in experimental group compared to the control group in the post-test. Moreover, the post-test and follow-up scores in the experimental group, was not statistically different. So meta cognitive skills training has significant effect on students' academic procrastination and academic delay of gratification. Therefore, meta cognitive skills can be used to reduce one of the low academic performance factors of students and help students to delay of academic gratification.
Hamid Hashemipour, Hadi Keramati, Javad Kavousian, Mehdi Arabzadeh,
Volume 8, Issue 4 (volume8, Issue 4 2021)
Abstract
The aim of this research was to predict students' academic procrastination based on metacognitive beliefs about procrastination with the mediating role of test anxiety The research method was descriptive-correlational. The statistical population included all undergraduate students of Shahid Beheshti University of Tehran in the academic year of 2019-20, from which 320 (206 females and 114 males) were selected by multi-stage cluster sampling. The Procrastination Assessment Scale for Students, Spielberger test anxiety questionnaire and Metacognitive Beliefs about Procrastination Scale were used to collect data. Data were analyzed by structural equation modeling. Findings showed that the suggested conceptual model has a good fit with the data. The variables of test anxiety and metacognitive beliefs about procrastination accounted for most of the variance in academic procrastination, respectively, and explained a total of 28% of its variance. Negative metacognitive beliefs about procrastination only indirectly affected academic procrastination through test anxiety, and full mediation was endorsed. According to the results, it can be concluded that negative beliefs about procrastination make students prone to test anxiety and academic procrastination. Therefore, modifying these beliefs can be considered as an intervention program to decrease test anxiety and academic procrastination.
Parisa Pakari, Zahra Kavousian, Faezeh Rezaie, Zeinab Hassani Asl, Parisa Hosein Zadeh Yazdi,
Volume 13, Issue 1 (Volume 13, Issue 1, Spring 2025 2025)
Abstract
This study aimed to investigate the efficacy of a combined adaptive cognitive training and structural-systemic family therapy protocol in reducing depressive symptoms and improving cognitive flexibility and inhibitory control. In a quasi-experimental design with pre-test, post-test, and two-month follow-up assessments and a control group, 32 adults (16 per group) diagnosed with mild-to-moderate depression were randomly assigned to either the experimental or control condition from three reputable family therapy clinics in Tehran. The experimental group received 12 sessions of standard structural-systemic family therapy plus 12 sessions of adaptive cognitive training focused on task-switching, set-shifting, response inhibition, and Stroop exercises; the control group received family therapy alone. Measures included the Beck Depression Inventory-II, Cognitive Flexibility Inventory, and computerized Stroop Color-Word Test. Repeated-measures multivariate analysis of variance revealed that the combined intervention produced highly significant reductions in depressive symptoms and substantial improvements in cognitive flexibility and inhibitory control at post-test and two-month follow-up (p < .001), with very large effect sizes (η² ranging from 0.586 to 0.923). Improvement in inhibitory control remained fully stable at follow-up. Adding adaptive cognitive training to structural-systemic family therapy constitutes a highly effective, clinically meaningful third-generation combined protocol for treating mild-to-moderate depression that not only alleviates emotional symptoms but also directly remediates persistent cognitive deficits, thereby enhancing relapse-prevention potential. This approach is particularly recommended for collectivist cultures and systemic treatment contexts.
