The Effectiveness of a Program Based on Habits of Mind for reducing Academic Procrastination and Its Effect (impact on) on The cognitive failure of Faculty of Education students

The aim of the current research was to examine the effectiveness of a training program based on the habits of the mind in reducing academic procrastination and its impact on the cognitive failure of Faculty of Education students. The research sample consisted of ( 284 ) students from the third level at the Faculty of Education,  ( 33 ) of whom were students of high academic procrastination and cognitive failure. The experimental design was used for one-group design of pre and post and follow up measurements. The research tools were : the scale of academic procrastination and the cognitive failure scale . The results of the study showed that there were statistically significant differences at (0.0001) between the mean scores of the research sample in the post-and pre- measurements on the academic procrastination scale and its subdivisions: cognitive procrastination, emotional procrastination and behavioral procrastination in favor of the post measurement. there were no statistically significant differences between the mean scores of the members of the research sample in the post of the and follow-up on the academic procrastination scale and its subdivisions after 21 days of application of the program, which confirmed the effectiveness of the habits of mind in reducing academic procrastination among students of the Faculty of Education. There were also statistically significant differences at (0.0001) between the mean scores of the research sample members in the pre and post dimensions on the cognitive failure scale and its sub dimensions: distraction, cognitive failure, failure of memory, failure of performance and employment in favor of the post measurement. There were no statistically significant differences between the mean scores of the research sample members in the post-measurement and follow-up measurements on the cognitive failure scale and its dimensions after 21 days of application of the program. These results confirmed that the training program has contributed to reducing the academic procrastination of students and a positive impact in reducing their cognitive failure as well.