Purpose: The difference between intelligent and normal people in personality and environment may also affect their procrastination and academic stress. The aim of this study was to investigate the effectiveness of process mental simulation on procrastination and academic stress of gifted students.
Materials and Methods: The method of this study was semi-experimental with pre-test and post-test design with control group. The statistical population in this study included all high school students in Tehran in the academic year 2019-20. The sample consisted of 30 subjects who were selected by multi-stage cluster sampling method. Participants were assigned to two experimental and control groups using random substitution. The experimental group underwent 9 weekly 90-minute sessions of educational interventions and the control group did not receive any intervention. The instruments used in this study were Solomon and Roth Bloom Procrastination Questionnaire (1984) and Academic Stress Questionnaire (ASQ).
Findings: The results of this study showed that process mental simulation was effective in reducing academic procrastination (P<0.001).
Conclusion: It can be concluded that process mental simulation is effective in reducing academic procrastination and can be used to improve students' problems.