Examining the effectiveness of training assertiveness skill on self-efficacy and procrastination of the female seventh grade junior students, district 19, Tehran: the educational year of 2014-2015

Abstract

Its salient example is to procrastinate in studying lessons until the night of examination and haste and anxiety resulting from it that has entangled students. The prevalence of educational procrastination among students justifies the necessity of the attention by officials, planners and practitioners of the educational system to the variables related with it like educational self-efficacy and training assertiveness skills; because educational procrastination on the one hand, indicates low educational self-efficacy and on the other hand, is an incompatible and ineffective defense strategy including the problem in establishing collective communication and lacking necessary social skills where the learners utilize it for avoiding defeat, maintaining self-respect and personal value, thus entailing non-compensable repercussions for the procrastinator . The current research has been conducted with the aim of determining the effectiveness of training assertiveness skill on self-efficacy and procrastination of the female seventh grade junior students. The statistical population of this research included 30 students who were selected through available sampling method while they were randomly assigned in the group. The research tools in addition to the Personal Characteristics Inventory consisted of three Ratos assertiveness inventory (PRAS), Scherer self-efficacy (SGSES) and Procrastination Inventory by Tuckman (1991). To analyze the data the Covariance analysis was applied. Results indicated that there was not a significant relationship between training effectiveness of assertiveness skill on self-efficacy and procrastination.