The Effect of Choice Theory Training on Academic Resilience, Responsibility, and Academic Procrastination among High School Students
Keywords:
Choice Theory, Academic Resilience, Responsibility, Academic Procrastination, High School StudentsAbstract
Purpose: The present study aimed to examine the effect of Choice Theory–based training on academic resilience, responsibility, and academic procrastination among high school students.
Methodology: This study employed a quasi-experimental pretest–posttest control group design. The statistical population consisted of male high school students in Pardis city during the 2023–2024 academic year, from which 30 participants were purposively selected and randomly assigned to experimental and control groups. The experimental group received ten 60-minute sessions of Choice Theory training, whereas the control group received no intervention. Data collection instruments included the Academic Procrastination Scale, the Connor–Davidson Resilience Scale, and the responsibility subscale of the California Personality Inventory. Data were analyzed using descriptive statistics, multivariate analysis of covariance (MANCOVA), and analysis of covariance (ANCOVA).
Findings: MANCOVA results indicated a statistically significant difference between the groups in the combined dependent variables. Subsequent ANCOVA analyses revealed significant differences in academic resilience, responsibility, and academic procrastination after controlling for pretest scores, with the experimental group demonstrating increased resilience and responsibility and decreased procrastination. Effect sizes ranged from moderate to large.
Conclusion: The findings suggest that Choice Theory–based training is associated with significant improvements in students’ psychological and academic outcomes, highlighting its applicability in school counseling and educational interventions to enhance resilience, foster responsibility, and reduce academic procrastination.
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