Hossein Ilanloo - Ph.D. Candidate of Counseling,Kharazmi University,Tehran, Iran
Sedighe Ahmadi - Ph.D.Department of Counseling, Kharazmi University,Tehran, Iran
Kiyanoush Zahrakar - Ph.D.Department of Counseling, Kharazmi University,Tehran, Iran
Ian Barron - PhDProfessor, Director Center for International Education,University of Massachusetts Amherst, U.S.A.

The aim of the present study was to evaluate the effectiveness of mindfulness-based cognitive therapy group counselling on academic procrastination among high school students. The research design was quasi-experimental involving experimental and waitlist control groups and pre/post-test and two-month follow-up. The corpus population of this study included all high school male students in Takestan city in the academic year ۲۰۲۰-۲۰۲۱. The study sample consisted of ۳۰ high school male students who were selected by convenience sampling and randomly assigned to experimental (n = ۱۵) and control (n = ۱۵) groups. The experimental group received ۱۰ sessions of ۹۰-minute counseling, cognitive group, and mindfulness-based therapy. The control group received no intervention. The Procrastination Assessment Scale (PASS) were used to student procrastination to academic tasks.. Analysis involvedmultivariate analysis of covariance, measurement, repeated measures and post hoc test, Beferon.. A significant effect wwas found for academic procrastination (P <۰.۰۱) with reduced procrastination in the experimental group. In conclusion, mindfulness-based cognitive-therapeutic group counseling was found to be an effective intervention in reducing academic procrastination of high school students. Recommendations are mdade for future practice and research.

Mindfulness -Based Cognitive Therapy, academic procrastination, high school students