Bibliographic record
Abstract
Academic procrastination is one of the most common problems among students.This study aimed to assess the efficacy of cognitive-behavioral group therapy on reducing procrastination and increasing motivation in secondary school students of Saqqez city.This study is applied and the method is semi-experimental with pre-and post-test with control group.The study population consisted of all first year of high school female students in the academic year 2015-2016 who were enrolled in the city of Saqhez.Using available sampling method, 24 students with symptoms and characteristics of procrastination and low motivation were selected by using academic procrastination questionnaire of Solomon and Ruth Bloom and Abde Khodaei achievement motivation questionnaire and randomly divided into two groups of experimental and control.the experimental group received 10 sessions of cognitivebehavioral group therapy were 90 minutes.In order to analyze the data, independent t test and analysis of covariance was used.From the results, it can be concluded that cognitive-behavioral group therapy can be effective in reducing procrastination students.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.002 | 0.002 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.002 | 0.001 |
| Insufficient payload (model declined to judge) | 0.914 | 0.897 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; the direct Gemma label and the distilled Codex classifier agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".