Designing a Bamister Self-Control Power-Based Educational Package and Its Effectiveness on Reducing Academic Self-Harming Behaviors in Students
Keywords:
Self-control, Academic self-harming behaviors, Educational package, Female students, Educational interventionAbstract
This study aimed to examine the effectiveness of a Bamister self-control power-based educational package in reducing academic self-harming behaviors among female high school students. This semi-experimental study employed a pretest-posttest design with a control group. The sample consisted of 46 female students from two schools in Shiraz during the 2025–2026 academic year, randomly assigned to the experimental group (23 students) and the control group (23 students). The experimental group received the Bamister self-control power-based educational package, whereas the control group received no intervention. Research instruments included the Academic Self-Harming Behaviors Questionnaire and the Self-Control Questionnaire. Data were analyzed using multivariate analysis of covariance (MANCOVA) and paired t-tests in SPSS-27. Results indicated that posttest scores for academic self-harming behaviors in the experimental group significantly decreased compared to the control group. Components such as procrastination/self-handicapping, goal/performance orientation deficits, and invalid self-evaluation significantly decreased, and students’ self-control significantly increased after the educational intervention. The Bamister self-control power-based educational package is effective in reducing academic self-harming behaviors and enhancing self-control among female high school students and can be applied as an effective educational method in school settings.
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Copyright (c) 1404 اطهر دامنکشان (نویسنده); محبوبه فولادچنگ (نویسنده مسئول); راضیه شیخالاسلامی, مسعود فضیلتپور (نویسنده)
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