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.Introduction: Academic procrastination and failure are among the significant problems among students and solving these problems through psychological interventions will be fruitful. The aim of this study was to compare the effectiveness of "Metacognitive Therapy" and "Emotion-Oriented Therapy" on academic procrastination and frustration discomfort of male high school students.
Methods: The research method of the current study was semi-experimental with a pre-test, post-test and 1-month follow-up design and a control group. The statistical population included all male secondary school students of the first period of Afshar region of Khodabande city in the academic year of 2018-2019. The research sample was based on a random method. The research method of the present study was semi-experimental with a pre-test, post-test and 1-month follow-up design and a control group. The statistical population included all male secondary school students of the first period of Afshar region of Khodabande city in the academic year of 2018-2019. The research sample was randomly selected from among 5 regions of Khodabande city by lottery method, Afshar region. Among the students who scored higher than 54 (in the range of 135 to 27) in the “Procrastination Assessment Scale-Student” and scored higher than 58 (in the range of 175 to 35) in the “Frustration Discomfort Scale”, 45 students were randomly replaced in 3 groups of 15 students, 2 groups of intervention and control. Data collection instruments included demographic questionnaire, "Procrastination Assessment Scale-Student" and "Frustration Discomfort Scale". Content validity was checked by qualitative method and reliability by internal consistency method by calculating Cronbach's alpha coefficient. Intervention group 1 participated in "Metacognitive Therapy" group training sessions in 8 90-minute sessions and intervention group 2 participated in "Emotional Therapy" sessions in 8 90-minute sessions once a week. For the people of the control group, after the end of the sessions and taking the test, follow-up training sessions were held. At the end of the sessions, a post-test and a follow-up 1 month later were conducted for all 3 groups. The data was analyzed in SPSS. 20.
Results: "Metacognitive Therapy" and "Emotion-Oriented Therapy” were able to improve the frustration discomfort score and the academic procrastination score compared to the control group (P≤0.001).
Conclusions: "Metacognitive Therapy" and "Emotion-Oriented Therapy" methods have been effective on academic procrastination and frustration discomfort. It is suggested that educational professionals can use the above methods to improve failure tolerance and reduce academic procrastination in male high school students.