Abstract

The present study has aimed to examine the impact of choice theory-based education on the responsibility and procrastination of female second-grade students in district 1 of Tehran. The research method was quasi-experimental, and the statistical population of this study was composed of all of the female second-grade students in district 1 of Tehran in 2020 (2150 students). Thirty students from the statistical population were selected as the research sample using the available sampling method. The data collection tools used in this study were Glasser’s choice theory education (2010) in addition to two standard scales, namely Kordloo’s student responsibility questionnaire (2014) and Savari’s academic procrastination questionnaire (2011). Based on the research findings, choice theory-based education affects students’ responsibility and procrastination (P<0.05). Given the intensity of effect, choice theory-based education has a greater impact on students’ responsibility than their procrastination.