THE EFFECT OF SOLUTION FOCUSED ACADEMIC PROCRASTINATION PROGRAMME ON HIGH SCHOOL STUDENT'S ACADEMIC PROCRASTINATION AND SUBJECTIVE WELL-BEING

Abstract

This study aimed to investigate the effect of solution-focused academic procrastination programme on academic procrastination and subjective well-being of high school students. A mixed pattern of 3 x 3 (experimental control placebo x pretest, posttest and follow-up test) was used in the study. The research was carried out in three Anatolian high schools located in the Afşin district of the Kahramanmaraş province in the spring semester of the 2019-2020 academic year. 10th and 11th-grade students of three Anatolian High Schools with similar characteristics were included in the study group of the research. A total of 42 students, 14 in the experimental, placebo and control groups, participated in the study. While the solution-focused academic procrastination programme sessions were conducted with the experimental group, no application was made to the control group and vocational guidance activities were conducted with the placebo group. The basic principles and techniques of the solution-focused brief therapy were utilized while the solution-focused academic procrastination programme sessions were structured. The vocational guidance activities applied to the placebo group consist of 8 sessions. In the research, “The Academic Procrastination Scale” and “The Subjective Well-Being Scale” were used as data collection tools. Whether the measurements differed according to the groups was evaluated by One Way ANOVA for Non-Repeated Measures. Two ways ANOVA analysis was used to test the effectiveness of the program. As a result of the research, the program whose effectiveness was examined was found to reduce high school student’s academic procrastination behaviours and increase subjective well-being levels. The findings were discussed based on the literature