Background: Obsessive-compulsive disorder (OCD) is a mental disorder in which a person has intrusive thoughts and feels the need to perform specific tasks repeatedly to relieve the distress caused by the obsessions, to the point that it disrupts their overall functioning. Objectives: The present study aimed to investigate the effectiveness of reality therapy (RT) on obsessive beliefs and cognitive ability in individuals with obsessive beliefs. Based on the principles of cognitive and humanistic psychology, this study seeks to explain the role of RT-based interventions in reducing obsessive symptoms and improving individuals' psycho-emotional functioning. Methods: This quasi-experimental study was conducted with a pretest-posttest design with a control group. The statistical population included people with obsessive beliefs who referred to psychiatric clinics in Tehran in 2025. For this, 30 individuals with formal, clinician-administered diagnosis of OCD were selected using purposive sampling and randomly assigned to two experimental and control groups (15 people in each group). The research tools included the Obsessional Beliefs Questionnaire (OBQ-44) and the Cognitive Ability Questionnaire (CAQ). The experimental group underwent RT intervention in ten 90-minute sessions, and the control group did not receive any intervention. The data were analyzed using the multivariate analysis of covariance (MANCOVA) test by SPSS (version 23) software. Results: The findings showed that the total score of the variable "obsessive beliefs" in the pre-test phase for the control and experimental groups was 209.5 ± 16.2 and 207.2 ± 8.9, respectively, and for the variable "cognitive ability" was 47.1 ± 3.9 and 46.5 ± 4.7, respectively. For both variables, there was no significant difference between the two values obtained in pre-test phase. While, after the intervention (post-test phase), the total score of the variable "obsessive beliefs" for the control and experimental groups was 206.00 ± 14.95 and 186.0 ± 8.4, respectively, and for the variable "cognitive ability" was 46.7 ± 3.5 and 61.8 ± 5.0, respectively. Based on obtained results, there was a significant difference between the two values obtained for both variables in post-test phase. The results showed that the effect of RT on all components related to the variables "obsessional beliefs" and "cognitive ability" was significant (P &lt; 0.05). Conclusions: The findings of this study indicate that RT, as an approach based on individual choice and responsibility, can be effective in modifying dysfunctional beliefs, especially obsessive beliefs and cognitive abilities. The findings of the present study, can provide a basis for designing clinical interventions and training therapists in the field of cognitive psychology. 

The Effectiveness of Reality Therapy on Obsessive Beliefs and Cognitive Ability in Patients with Obsessive Beliefs: Tehran, Iran

A Personal Communication Kit

Background: Academic procrastination refers to the deliberate postponement of academic assignments despite being aware of the negative consequences. Objectives: This study aimed to investigate the effectiveness of mindfulness-based cognitive therapy on academic emotions and academic optimism among procrastination students. Methods: The present study was a semi-intervention type. The statistical population of the study consists of all procrastinating students of Payame Noor University, Bostan Abad Branch, who were studying in the academic year 2020. The study sample included 30 undergraduate students who were selected by convenience sampling and randomly divided into two groups (15 persons in the intervention group and 15 persons in the control group). Also, the intervention group was treated for eight sessions of one hour based on Kabat Zinn treatment protocol. To collect data, Tuckman Procrastination Questionnaire, Pekrun Academic Emotions (2002), and Academic Optimism Questionnaire were used. To analyze the data, covariance was used, which was analyzed with SPSS-23. Results: The results showed that mindfulness-based cognitive therapy increased positive emotions such as pleasure (P < 0.01), hope (P < 0.01) pride (P < 0.01), and decreased negative emotions, i.e., anger (P < 0.01), anxiety (P < 0.01), shame (P < 0.01), disappointment (P < 0.01), and fatigue (P < 0.01) in the intervention group. Also, the results of the variable of academic optimism showed that cognitive therapy based on mindfulness was associated with an increase in the components of trust (P < 0.01) and academic emphasis (P < 0.01), while on the component of the sense of identity (P > 0.01) had no significant effect. Conclusions: Based on the findings of the present study, it was found that mindfulness training can be used as an effective intervention to moderate positive academic emotions and increase students' academic optimism.

/pdf/the-effectiveness-of-mindfulness-based-cognitive-therapy-on-7a0knkji.pdf

The Effectiveness of Mindfulness-based Cognitive Therapy on Academic Emotions and Academic Optimism of Procrastinating Students

Background: Procrastination is considered an obstacle to academic progress because increasing stress and negative consequences in the academic life of students reduce the quality and quantity of academic success. Objectives: The aim of the present study was to compare the effectiveness of reality therapy and mindfulness-based cognitive therapy (MBCT) in the academic meaning and academic emotions of procrastinating students. Methods: The current study was an experimental study with a pre-post-test design. The study population included all undergraduate students of Payam Noor University, Bostanabad, East Azerbaijan province, Iran, in the academic year 2020-2021. The sample size included 45 subjects who were selected from the eligible students and divided into three groups based on random allocation using Random Number Generator software (version 1.3). The first experimental group received mindfulness training for 8 one-hour sessions, and the second experimental group received 8 one-hour sessions of reality therapy. Nevertheless, the control group did not receive any intervention. It should be noted that after the end of the study, a compressed combination of interventions was taught to the control group. To collect the data, questionnaires on procrastination (Tuckman, 1991), educational meaning (Henderson-King and Smith, 2006), and Pekrun’s academic emotions (Pekrun et al., 2002) were used. Finally, the collected data were analyzed using multivariate analysis of covariance (MANCOVA) and SPSS software (version 25). Results: The results of MANCOVA showed that both MBCT and reality therapy had significant effectiveness in increasing positive emotions and academic meaning and reducing negative emotions compared to the control group (P < 0.01). Additionally, comparing the effectiveness of interventions showed that MBCT was more effective in increasing positive emotions than reality therapy (P < 0.01). Conclusions: Mindfulness-based cognitive therapy was more effective in increasing positive emotions and academic meaning than reality therapy. However, the present findings show a promising perspective. Therefore, university and school counseling centers can pay attention to the role of mindfulness interventions and reality therapy in the academic emotions and academic meaning of students.

Effectiveness of Reality Therapy and Mindfulness-Based Cognitive Therapy in Academic Meaning and Academic Emotions of Procrastinating Students

Handle everyday research tasks with reliable, citation-backed results

Your personal Research Agent to handle research tasks with citation-backed results

Popular Tasks used by Researchers

How can I help with your research?

Meet SciSpace

Get more enhanced response by uploading the PDFs you want me to reference.

No relevant PDFs in your library

SciSpace is the AI research assistant for academics. Run systematic literature reviews on 280M+ papers, and write papers with cited sources. Trusted by 1M+ students, PhDs & researchers.

SciSpace | AI for Research

Analyze PDFs

Code & Manuscripts

Funding & Grants

Literature & Patents

Medical & Clinical Data

Systematic Review

Visualize & Present

Web & Data

Build a Google Scholar-like website for your research.

Build a website

Create charts and images for your research

Create a Chart

Write a paper for submission to a journal

Draft a manuscript

Patent Search

Design eye-catching scientific posters in minutes.

Scientific Poster Generation

Systematic Literature Review

One task is running at the moment. Your messages will be shown right after.

Drag and drop or click here to browse

Loved by <highlight>1 million+</highlight> researchers

Extract a list of specific topics and their sources from unstructured text

Topics

Compare and analyze relevant papers that matches with your search

Papers

Get insights from PDFs and bookmarked papers from your library

My library

Recent searches

Try searching for:

Catch AI-generated content in scholarly and non-scholarly content

{ai} Detector

Ai Writer

Get PDF Summaries, highlighted text explanations 

Chat with PDF

Effortlessly create in-text citations and bibliographies in APA and 2,500 other formats

Citation generator

Get explanations, summaries, and answers on academic papers

Ease up your research workflow with {scispace}'s cohort of exciting AI tools

Elevate your academic writing skills and convey your ideas the way you want

Paraphraser

Explore our range of reading and writing tools

Your file is being prepared and should be ready in a few minutes. If it's a large file, it might take a bit longer. You can close this window, and we'll email you the file when it's done.

You have reached a maximum limit of <strong>{limit}</strong> columns in the table. Remove at least <strong>1</strong> column to add or create another one.

Samad Asani

Author Tools

Chat about Author

Papers

The Effectiveness of Mindfulness-based Cognitive Therapy on Academic Emotions and Academic Optimism of Procrastinating Students

Effectiveness of Reality Therapy and Mindfulness-Based Cognitive Therapy in Academic Meaning and Academic Emotions of Procrastinating Students