الفهرس 
الفصل الأول: مدخل الدراسةيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
The educational process in the current times differed from the previous ones, due to the technological and rapid development witnessed at the present time and in a short period of time. The student who is constantly between school life and its requirements and the normal life in which he lives and its requirements also occurs with a kind of imbalance with the student and postponement of the tasks required of him for periods and his preoccupation with playing and entertainment, he resorts to postponing the tasks required of him, and from here we resort to academic procrastination.
Academic procrastination is described as postponing the start of tasks that are required of the student and that require completion, and also represents the postponement of the required academic tasks, and here results in a feeling of irritability and tension for not performing the tasks on time (Qatami & Adas, 2002).
The unintended postponement of tasks is something that can be accepted, but if it is intended, then in the end the student feels guilty when postponing the tasks assigned to him and thus does not feel satisfied with himself; The frequent postponement of tasks on a continuous basis is considered academic procrastination, which affects the student in how he achieves his academic achievement (Hammer, 2006).
The student resorts to academic procrastination because of his idea of being smart by postponing the tasks required of him until the last moments, and this has a negative impact on the student after that (Alwan, 2012).
In addition, the procrastinating students have a decrease in their perceived self-efficacy, which is reflected in their learning of skills, their setting of goals and plans, their behavior, their behavior and their relationship with others, which causes them to always fear and worry in the situations they are exposed to (Al-Wattban, 2006).
Study Objectives:
The current study aims to prepare a program to reduce academic procrastination and to identify its impact on improving the perceived self-efficacy of a group of middle school students.
Study Significance:
Theoretical Significance:
The theoretical significance of the current study is to address a phenomenon whose study is of great importance to students in the preparatory stage. Academic procrastination greatly affects their implementation of the assignments required of them and also creates an atmosphere of tension and anxiety among students in their self-efficacy when they accomplish what is required of them. It is an important part of the students’ lives and the formation of their personality.
Applied Significance:
The applied significance of the current study is to provide a training program to reduce academic procrastination among middle school students, which can be used by officials, and its activities can be included in the academic curricula of these students. Motivation to complete the tasks required of them as required.
Study Approach:
The experimental method was used; suitability to the nature and objectives of the research; where the design of the two groups was relied upon; The experimental group, which was exposed to the program, and the control group, which was not exposed to the program.
Study Sample :
The sample of the study included a group of preparatory stage students in the first preparatory grade, numbering (60) students at Al-Shaheed Ismail Ahmed Eid Preparatory School for Boys in Beni-Suef Governorate, and their age mean was 13.66 years with a standard deviation of (1.89).
Statistical Methods:
The current study relied on a set of statistical methods, which consisted of a t-test for the differences between the linked and unrelated groups using SPSS V (19).
Study Results:
The results of the current study showed the effectiveness of the training program in reducing academic procrastination among middle school students, as there were significant differences between the experimental group and the control group in the post test of academic procrastination in favor of the experimental group. The results also showed a significant effect of reducing academic procrastination in improving the perceived self-efficacy of the preparatory stage students, as there were significant differences between the experimental group and the control group in the post-test of the perceived self-efficacy in favor of the experimental group, and there were also differences between the pre and post test of the experimental group in perceived self-efficacy in favor of the post-test.