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An Examination of the Effectiveness of “Motivational Patterns Training” on Academic Buoyancy, Procrastination, and Creativity in Adolescents in Karaj City
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Fateme Nazari   , Arefeh Zamiri , Fatemeh Alijani |
| Zanjan Branch, Islamic Azad University , fatemeh.nazari@iac.ir |
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Abstract: (17 Views) |
Introduction: During their schooling years, adolescents encounter numerous challenges, including decreased academic buoyancy, reduced creativity, and increased procrastination. The present study aimed to examine the effectiveness of “Motivational Patterns Training” on academic buoyancy, procrastination, and creativity among students.
Methods: This study employed a quasi-experimental design with pretest–posttest, a follow-up phase, and a control group. The statistical population consisted of all female high school students (second cycle of secondary education) in Karaj during the 2024 academic year. From this population, 30 participants were selected based on inclusion criteria and by simple random draw (lottery) randomly assigned to two groups: An intervention group and a control group (15 participants in each group). The research instruments included a demographic questionnaire, the “Academic Buoyancy Scale”, the “Procrastination Assessment Scale–Student”, and the “Abedi Creativity Test”. The content validity ratio and content validity index of the instruments were examined and confirmed. Reliability was assessed through internal consistency using Cronbach’s alpha coefficient. The intervention consisted of 10 weekly 60 minute group sessions based on “Motivational Patterns Training”, conducted for the intervention group, while the control group received no intervention. Data were analyzed using SPSS .25.
Results: In the intervention group, significant differences were observed between the mean pretest and posttest scores for academic buoyancy, creativity, and procrastination (P<0.05). Specifically, the mean scores increased at posttest compared with pretest. However, no significant differences were found between the posttest and follow-up scores (P>0.05), indicating the stability of the intervention effects over time.
Results: In the intervention group, significant differences were observed between the pretest and posttest mean scores of academic buoyancy, creativity, and procrastination. Specifically, the mean scores of academic buoyancy and creativity increased significantly, whereas the mean score of procrastination decreased significantly at posttest compared with pretest (P < 0.05). However, no significant differences were found between the posttest and follow-up mean scores (P > 0.05), indicating that the effects of the intervention were maintained over time.
Conclusion: “Motivational Patterns Training” can effectively increase academic buoyancy and creativity while reducing procrastination among students. It is recommended that school counselors, teachers, and educational professionals utilize this training approach to enhance students’ academic performance and psychological functioning.
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| Keywords: Motivational Patterns Training, Procrastination, Creativity, Academic Buoyancy, Students. |
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Full-Text [PDF 358 kb]
(9 Downloads)
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Type of Study: Applicable |
Subject:
health management
Received: 2026/05/16 | Accepted: 2026/06/16 | Published: 2026/07/1
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