Thesis:

The effectiveness of critical thinking training on academic procrastination and self-criticism of female junior high school students in Joghatai city

The present study was conducted to determine the effectiveness of critical thinking training on academic procrastination and self-criticism of female junior high school students. This study was applied in terms of purpose and method, a quasi-experimental design with a pre-test-post-test design with a control group. The statistical population of the study consisted of all female junior high school students in Joghatai in the academic year 1404-1405. Among them, 40 people were selected using the convenience sampling method and based on inclusion and exclusion criteria and were randomly assigned to two experimental groups (20 people) and control groups (20 people). The experimental group received critical thinking training during 8 90-minute sessions, while the control group did not receive any educational intervention. Data collection tools included the Tuckman Academic Procrastination Questionnaire (1998) and the Thompson and Zuroff Self-Criticism Questionnaire (2004). The research data were analyzed using descriptive statistics (mean, standard deviation, frequency, and percentage) and inferential statistics including univariate and multivariate analysis of covariance in SPSS version 26 software. The results of the study showed that critical thinking training has a significant effect on the set of dependent variables. Also, the results of univariate analysis of covariance showed that critical thinking training significantly reduced academic procrastination (F=19.928, P<0.001, ?²=0.350) and self-criticism (F=5.204, P=0.028, ?²=0.123) in female students. Accordingly, it can be concluded that critical thinking training plays an effective role in reducing maladaptive academic behaviors and correcting negative attitudes toward oneself by strengthening analysis, reasoning, decision-making, and self-regulation skills. Therefore, the use of this type of education in school curricula and counseling services can help improve students' academic performance and mental health.

Keywords: Critical thinking, academic procrastination, self-criticism, female students, junior high school, cr