Effectiveness of a Counseling Package Based on Preventing Academic Procrastination on Academic Resilience

Abstract

Academic procrastination is a common issue that negatively affects students' academic performance and overall life. This study aimed to evaluate the effectiveness of a counseling package based on students' lived experiences in preventing academic procrastination and its impact on improving academic resilience among female middle school students. This quasi-experimental study employed a pre-test, post-test, and follow-up design with a control group. The sample included 60 female middle school students from Tehran, equally divided into experimental and control groups. The intervention comprised 12 counseling sessions, each lasting 60-90 minutes, focusing on various aspects of behavior, cognition, communication, motivation, and emotion. Data were collected using validated scales for academic resilience and analyzed using SPSS version 26 with descriptive statistics and repeated measures ANOVA. ANOVA results showed that the experimental group had significant improvements compared to the control group (p < 0.01). Bonferroni post hoc tests indicated increases in academic resilience in the post-test (p < 0.01), with sustained effects in the follow-up (p > 0.05). The counseling package based on students' lived experiences effectively improves academic resilience. This approach can be integrated into educational programs to help students overcome procrastination, achieve better academic performance, and enhance mental health.