Background: Academic procrastination, a pervasive challenge among students, has been shown to significantly impede academic performance and overall well-being. This study investigated the efficacy of self-regulation strategy training in promoting academic flourishing and optimism among students exhibiting tendencies toward academic procrastination.
Methods: This study used a quasi-experimental design with a control group. The study population consisted of male high school students exhibiting academic procrastination in Dezful, Iran during the 2022-2023 academic year. Thirty male high school students (aged 16–18), exhibiting procrastination tendencies (scores above 45 on a procrastination questionnaire), participated in this study. Using a convenience sampling method, the study participants were randomly allocated to either an experimental or a control group (n=15 per group). The experimental group underwent ten weekly 90-minute sessions of self-regulation strategy training. Academic flourishing and academic optimism were assessed using the Academic Flourishing Scale (AFS) and the Academic Optimism Questionnaire (AOQ), respectively, at three intervals: pre-intervention, post-intervention, and at a 45-day follow-up. Repeated measures ANOVA, using SPSS version 25, was employed for data analysis.
Results: Academic flourishing increased significantly from the pre-test (21.01±7.72) to the post-test (34.40±8.09) and followup (32.53±7.22) in the experimental group (P<0.001), while remaining stable in the control group (21.13±7.32, Post-test: 20.93±7.12, Follow-up: 21.89±7.64). Similarly, academic optimism increased significantly from pre-test (68.87±13.88) to posttest (91.47±15.21) and follow-up (89.48±15.37) in the experimental group (P<0.001), while remaining relatively stable in the control group (Pre-test: 68.80±13.59, Post-test: 67.80±12.82, Follow-up: 66.87±14.54). The findings suggested that self-regulation strategy training can enhance academic flourishing and optimism among students with procrastination tendencies (P<0.001).
Conclusions: The findings of this study provided evidence for the efficacy of self-regulation strategy training in promoting academic flourishing and optimism in students exhibiting procrastination tendencies. The significant improvement observed in the experimental group highlights the potential of this intervention to address procrastination and promote positive academic outcomes. |
- Karimi Moonaghi H, Baloochi Beydokhti T. Academic procrastination and its characteristics: A Narrative Review. Future of Medical Education Journal. 2017;7(2):43-50. doi: 10.22038/fmej.2017.9049. Persian. ##
- Amani M, Arbabi MM. The Mediating Role of Academic Self-Regulation in the Relationship between Parenting Dimensions and Academic Procrastination. Int J School Health. 2020;7(2):21-29. doi: 10.30476/intjsh.2020.84983.1050. ##
- González-Brignardello MP, Sánchez-Elvira Paniagua A, López-González MÁ. Academic Procrastination in Children and Adolescents: A Scoping Review. Children (Basel). 2023;10(6):1016. doi: 10.3390/children10061016. PubMed PMID: 37371248; PubMed Central PMCID: PMC10297372. ##
- Salguero-Pazos MR, Reyes-de-Cózar S. Interventions to reduce academic procrastination: A systematic review. International Journal of Educational Research. 2023;121:102228. doi: 10.1016/j.ijer.2023.102228. ##
- Johansson F, Rozental A, Edlund K, Côté P, Sundberg T, Onell C, et al. Associations Between Procrastination and Subsequent Health Outcomes Among University Students in Sweden. JAMA Netw Open. 2023;6(1):e2249346. doi: 10.1001/jamanetworkopen.2022.49346. PubMed PMID: 36598789; PubMed Central PMCID: PMC9857662. ##
- Jochmann A, Gusy B, Lesener T, Wolter C. Procrastination, depression and anxiety symptoms in university students: a three-wave longitudinal study on the mediating role of perceived stress. BMC Psychol. 2024;12(1):276. doi: 10.1186/s40359-024-01761-2. PubMed PMID: 38755730; PubMed Central PMCID: PMC11100206. ##
- Zhianifard A, Sohrabi Z, Barry A, Norouzi A, Mirzaee Z, Zabihi Zazoly A, et al. Impact of Virtual Instruction on Cognitive and Metacognitive Strategies in Alleviating Academic Procrastination among Medical Students. Health Educ Health Promot. 2024;12(1):153-158. doi: 10.58209/hehp.12.1.153. ##
- Touloupis T, Campbell M. The role of academic context-related factors and problematic social media use in academic procrastination: A cross-sectional study of students in elementary, secondary, and tertiary education. Social Psychology of Education. 2024;27(1):175-214. doi: 10.1007/s11218-023-09817-8. ##
- Davari Dowlatabadi M, Mousavi S. Effectiveness of Goal-Setting Training on the Psychological Flourishing of Students. Int J School Health. 2021;8(2):110-117. doi: 10.30476/intjsh.2021.90531.1134. ##
- Hirshberg MJ, Colaianne BA, Greenberg MT, Inkelas KK, Davidson RJ, Germano D, et al. Can the Academic and Experiential Study of Flourishing Improve Flourishing in College Students? A Multi-University Study. Mindfulness (N Y). 2022;13(9):2243-2256. doi: 10.1007/s12671-022-01952-1. PubMed PMID: 36405632; PubMed Central PMCID: PMC9667904. ##
- Chaves Wellbeing and Flourishing. In: Kern ML, Wehmeyer ML, editors. The Palgrave Handbook of Positive Education. Cham: Springer International Publishing; 2021. p. 273-95. ##
- Shirmohammadi Z, Eftekhar Saadi Z, Talebzadeh Shoushtari M. The Association between Self-Compassion and Academic Well-Being with the Mediating Role of Perceived Academic Stress and Academic Optimism in Female Students. Int J School Health. 2021;8(2):101-109. doi: 10.30476/intjsh.2021.90784.1136. ##
- Li F, Mohammaddokht F, Hosseini HM, Fathi J. Reflective teaching and academic optimism as correlates of work engagement among university instructors. Heliyon. 2023;9(2):e13735. doi: 10.1016/j.heliyon.2023.e13735. PubMed PMID: 36865456; PubMed Central PMCID: PMC9971167. ##
- Ofem UJ, Idika D, Otu B, Victor Ovat S, Arikpo MI, Anakwue AL, et al. Academic optimism, capital indicators as predictors of cognitive, affective, and psychomotor learning outcome among students in secondary school. Hierarchical regression approach (HRA). Heliyon. 2024;10(5):e30773. doi: 10.1016/j.heliyon.2024.e30773. PubMed PMID: 38765071; PubMed Central PMCID: PMC11101857. ##
- Lotfi S, Ashouri The relationship between academic optimism and academic engagement with the mediating role of goal orientation and academic identity of girls' secondary school students. Management and Educational Perspective. 2023;5(1):92-110. doi: 10.22034/jmep.2022.345433.1122. Persian. ##
- Amrollahi Beyooki A, Sepahmansour M, Ghanbaipanah A. The Structural Model of Students’ Academic Motivation Based on Teacher- Student Relationship, Attachment to School, and Metacognitive Awareness by the Mediator of Academic Optimism among High-School Students. Int J School Health. 2020;7(4):3-11. doi: 10.30476/intjsh.2020.86227.1078. ##
- Brenner CA. Self-regulated learning, self-determination theory and teacher candidates’ development of competency-based teaching practices. Smart Learning Environments. 2022;9(1):3. doi: 10.1186/s40561-021-00184-5. ##
- Vosniadou S, Bodner E, Stephenson H, Jeffries D, Lawson MJ, Darmawan IN, et al. The promotion of self-regulated learning in the classroom: a theoretical framework and an observation study. Metacognition and Learning. 2024;19(1):381-419. doi: 10.1007/s11409-024-09374-1. ##
- Boekaerts M. Self-regulated learning: A new concept embraced by researchers, policy makers, educators, teachers, and students. Learning and Instruction. 1997;7(2):161-186. doi: 10.1016/S0959-4752(96)00015-1. ##
- Eilam B, Aharon I. Students’ planning in the process of self-regulated learning. Contemporary Educational Psychology. 2003;28(3):304-334. doi: 10.1016/S0361-476X(02)00042-5. ##
- Hossaini Khah K, Nikdel F, Nasser N. The effectiveness of training self-regulation strategies on processing efficiency and working memory function of high school girl students. Research in Cognitive and Behavioral Sciences. 2018;8(2):33-48. doi: 10.22108/cbs.2020.111297.1206. ##
- Bargi I, Hayealalm v. The effectiveness of teaching self-regulated learning strategies on academic morale and academic self-disability students. Journal of Modern Psychological Researches. 2023;18(71):51-58. doi: 10.22034/jmpr.2023.55063.5395. Persian. ##
- Gharizadeh T, Mohammadyfar M, Fathi Azar E. Comparison of the Effectiveness of Spiritual Care and Choice Theory on Academic Vitality and Prosperity of First High School Students. Journal of Modern Psychological Researches. 2024;19(73):227-236. doi: 10.22034/jmpr.2023.56781.5614. Persian. ##
- Pintrich PR. Understanding self-regulated learning. New Directions for Teaching and Learning. 1995;1995(63):3-12. doi: 10.1002/tl.37219956304. ##
- Diener E, Wirtz D, Tov W, Kim-Prieto C, Choi D-w, Oishi S, et al. New Well-being Measures: Short Scales to Assess Flourishing and Positive and Negative Feelings. Social Indicators Research. 2010;97(2):143-156. doi: 10.1007/s11205-009-9493-y. ##
- Soleimani S, Rezaei AM, Kianersi F, Hojabrian H, Khalili Paji K. Developement and validation of flourishing questionnaire based on seligman's model among Iranian university students. J Research Health. 2015;5(1):3-12. ##
- Tschannen‐Moran M, Bankole RA, Mitchell RM, Moore DM. Student Academic Optimism: a confirmatory factor analysis. Journal of Educational Administration. 2013;51(2):150-75. doi: 10.1108/09578231311304689. ##
- Ghadampour E, Amirian L, Khalili Geshnegani Z, Naghi Biranvand F. Evaluate the psychometric properties of Tschannen‐Moran et al Academic Optimism students. Quarterly of Educational Measurement. 2017;8(27):45-64. doi: 10.22054/jem.2017.17284.1444. Persian. ##
- Theobald M. Self-regulated learning training programs enhance university students’ academic performance, self-regulated learning strategies, and motivation: A meta-analysis. Contemporary Educational Psychology. 2021;66:101976. doi: 10.1016/j.cedpsych.2021.101976. ##
- Lavasani MG, Mirhosseini FS, Hejazi E, Davoodi M. The Effect of Self-regulation Learning Strategies Training on the Academic Motivation and Self-efficacy. Procedia - Social and Behavioral Sciences. 2011;29:627-632. doi: 10.1016/j.sbspro.2011.11.285. ##
- Oriol-Granado X, Mendoza-Lira M, Covarrubias-Apablaza C-G, Molina-López V-M. Positive Emotions, Autonomy Support and Academic Performance of University Students: The Mediating Role of Academic Engagement and Self-efficacy. Revista de Psicodidáctica (English ed). 2017;22(1):45-53. doi: 10.1387/RevPsicodidact.14280. ##
|
