طراحی چارچوب مداخلهای برای کاهش تعللورزی تحصیلی دانشآموزان بر اساس تنظیم هیجان، هدفگذاری و مدیریت زمان
Keywords:
Academic procrastination, emotion regulation, goal setting, time management, students, qualitative research, school-based interventionAbstract
This study aimed to design a school-based intervention framework for reducing students’ academic procrastination based on emotion regulation, academic goal setting, and time management. This qualitative study was conducted using thematic analysis. The participants consisted of 20 secondary school students, teachers, and school counselors from Tehran, Iran, who were selected through purposive sampling according to predefined inclusion criteria. Data were collected through semi-structured interviews and continued until theoretical saturation was achieved. Saturation was reached in the seventeenth interview, and three additional interviews were conducted to confirm data adequacy. All interviews were transcribed verbatim and analyzed using NVivo software. Data analysis included initial coding, organization of codes into subthemes, and extraction of main categories. To enhance trustworthiness, member checking, peer debriefing, an audit trail, and direct quotations from participants were used. The analysis led to the identification of four main categories: “the cycle of negative emotions and academic avoidance,” “goal ambiguity and weakened motivational direction,” “temporal disorganization and inability to structure academic tasks,” and “requirements of a school-based intervention framework.” The findings indicated that academic procrastination is not merely a consequence of laziness or weak willpower; rather, it emerges from the interaction of task-related anxiety, fear of failure, vague academic goals, poor prioritization, inefficient use of time, and insufficient structural support in the school context. Based on the findings, the proposed framework includes emotion-regulation training, restructuring of academic goals, task breakdown, time planning, progress monitoring, supportive feedback, and family–school collaboration. Reducing academic procrastination requires a multidimensional intervention that simultaneously addresses inhibitory emotions, vague goals, and ineffective time-management behaviors. The proposed framework can serve as a foundation for designing school-based intervention packages, academic counseling programs, and self-regulated learning training for students.
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