Academic Procrastination, Resilience, and Depression in High School Students with ADHD. ACT vs Gross model vs control group. N=40. Piri, S., Hosseininasab, S.D., & Livarjani, S. (2023). The Impact of Acceptance and Commitment Therapy (ACT) and Emotion Regulation Training (Gross Model) on Academic Pr
Overview
This study compares the effects of Acceptance and Commitment Therapy (ACT) and Emotion Regulation Training based on the Gross model against a control group on academic procrastination, resilience, and depression in high school students with ADHD. The research involved 40 participants and was published in the Quarterly Journal of Family and Research in 2023.
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a24b095705a04608- Source org
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BibTeX
@article{allodium:a24b095705a04608,
title = {Academic Procrastination, Resilience, and Depression in High School Students with ADHD. ACT vs Gross model vs control group. N=40. Piri, S., Hosseininasab, S.D., \& Livarjani, S. (2023). The Impact of Acceptance and Commitment Therapy (ACT) and Emotion Regulation Training (Gross Model) on Academic Pr},
journal = {ACBS},
url = {http://qjfr.ir/article-1-1043-fa.html}
}RIS
TY - JOUR TI - Academic Procrastination, Resilience, and Depression in High School Students with ADHD. ACT vs Gross model vs control group. N=40. Piri, S., Hosseininasab, S.D., & Livarjani, S. (2023). The Impact of Acceptance and Commitment Therapy (ACT) and Emotion Regulation Training (Gross Model) on Academic Pr PB - ACBS UR - http://qjfr.ir/article-1-1043-fa.html ER -
APA
Academic Procrastination, Resilience, and Depression in High School Students with ADHD. ACT vs Gross model vs control group. N=40. Piri, S., Hosseininasab, S.D., & Livarjani, S. (2023). The Impact of Acceptance and Commitment Therapy (ACT) and Emotion Regulation Training (Gross Model) on Academic Pr. (n.d.). ACBS. http://qjfr.ir/article-1-1043-fa.html
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