The effectiveness of the rational emotive therapy in improving academic self-efficacy and reducing academic procrastination among students of Hail University

Abstract EN

The aim of this study was to investigate the effect of a therapeutic program based on rational emotive therapy in raising the level of academic self-efficacy and reducing academic procrastination among the students of Hail University.

A measure of academic self-efficacy and academic procrastination was developed to achieve the objectives of this study.

The study sample consisted of (48) female students who were randomly selected, the ages of the students ranged between 18-22, with a mean (20.08) and a standard deviation (1.03).

This study applied the treatment program based on rational emotive therapy to the experimental group, while the control group did not receive any treatment.

The results of this study reveal a high level of academic self-efficacy and a shred of strong evidence to have a decrease in the level of academic procrastination among the experimental group.

Furthermore, there is statistically significant evidence at the level of significance (α = 0.05) in both the post-measurement and follow-up compared to the control group.

In light of the results, the study recommends Universities offer training workshops and programs aimed at enhancing students' academic self-efficacy and interest in presenting various activities aimed at researching and addressing the causes of academic procrastination among them.