Abstract
Introduction: Internet addiction and academic procrastination dangerous consequences and a high prevalence among adolescents and students. Aim: This study aimed to investigate the effectiveness of metacognitive group counseling on internet addiction and academic procrastination of students. Method: This quasi-experimental study had a control-group, pretest-posttest, two-month followup design. The statistical population consisted of all male high school students in Takestan, Iran, in the academic year of 2020-2021. A total of 30 people were randomly selected and divided into two experimental (n=15) and control (n=15) groups. Data were collected using the Questionnaires of Academic Procrastination (Solomon and Rathblum, 1984) and Internet Addiction (Young, 1996). The experimental group received metacognitive group counseling. data were analyzed using multivariate analysis of covariance and repeated measures ANOVA in SPSS-26. Results: The results of analysis of covariance showed a significant difference between the experimental and control groups in reducing internet addiction (η2=0.36, P<0.01, F=14.63) and academic procrastination (η2=0.37, P<0.01, F=15.34). The results of repeated measures ANOVA showed the persistent effectiveness of metacognitive therapy in reducing internet addiction and academic procrastination in the long run. Conclusion: Based on the present findings, metacognitive group counseling was effective in reducing the students educational procrastination and internet addiction. It is suggested to consider metacognitive group counseling sessions for students in school activities to improve their academic progress and reduce their internet addiction.
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