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چکیده
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Objective Procastinare behavior is identified with features like unable to make decision in a field or more, in determining of priorities, programming and the constant plans that you can define it as style in life .Educational procrastination is related to educational duties and you can define it as a deferring to educational duties due to various reasons .The purpose of the current study is to determine the effectiveness of compassion focused therapy on students’ procrastination (laziness). Materials and methods: the way of semi-experimental research as a Pretest and Post-test was equivalent. The sample of this research consisted 22 students from Kurdistan University, and were selected on condition that they would get more than average mark in the procrastinare questionnaire .these students randomly divided into two experiment groups of 10 students as (receiver of compassion focused therapy) and 12 students as (control group) .The questionnaires included a shortened form scale of self-compassion, depression questionnaire, stress and anxiety (DASS) and procrastinare questionnaire .This research (interaction) was conducted on compassion focused therapy once a week for 8 sessions and each session took for 120 minutes. Findings: the analytic Variance results showed by repetitive evaluation that this therapy was meaningful in reducing students’ procrastination and caused reduction level of depression, stress, anxiety, and increase in self-compassion level, too. Conclusion: according to the results of compassion focused therapy study, there exist effective ways to reduce students’ procrastination and decrease in their depression, stress and anxiety level and increase in self-compassion level, too.
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