Comparative Effectiveness of Mindfulness Training and Metacognitive Strategies in Reducing Academic Self-Handicapping and Enhancing Academic Hope among Procrastinating Students

Background & Objective: Academic procrastination is a prevalent psychological issue that undermines positive motivational-cognitive elements, such as academic hope, while exacerbating maladaptive behaviors, such as academic self-handicapping. This study aimed to evaluate and compare the efficacy of mindfulness training versus metacognitive strategies in mitigating academic self-handicapping and bolstering academic hope among male procrastinating students in the first year of secondary education in Dezful, Iran. Materials and Methods: A randomized controlled experimental design with pretest, posttest, and ۱-month follow-up assessments targeted the population of male first-year secondary students in Dezful, Iran, during the academic year ۲۰۲۴–۲۰۲۵. Using convenience sampling, ۴۵ students who exhibited procrastination (screened using the Procrastination Assessment Scale–Students) were identified and randomly assigned to three equal groups (n = ۱۵ each): a mindfulness training intervention group, a metacognitive strategies intervention group, and a no-intervention control group. The mindfulness training group received eight weekly ۹۰-minute sessions, while the metacognitive strategies group received ten weekly ۹۰-minute sessions. Key measures encompassed the Academic Self-handicapping Questionnaire and the Academic Hope Scale. Data analysis involved repeated-measures analysis of variance and Bonferroni post hoc comparisons, conducted using SPSS software (version ۲۷). Results: Both interventions yielded statistically significant reductions in academic self-handicapping scores (P < ۰.۰۰۱) and elevations in academic hope scores (P < ۰.۰۰۱) at posttest and follow-up relative to baseline and the control condition. The metacognitive strategy group demonstrated greater reductions in academic self-handicapping than the mindfulness group (P < ۰.۰۱), whereas no significant differential effects emerged between the two groups for academic hope. Conclusion: Mindfulness training and metacognitive strategies have emerged as robust, enduring interventions for enhancing cognitive-motivational underpinnings of academic performance in procrastinating adolescents, with metacognitive strategies showing particular promise for addressing self-handicapping behaviors. Integrating these modalities into school-based counseling curricula is advisable to foster sustained student well-being and achievement.

کلیدواژه ها:

Academic hope ، Academic self-handicapping ، Metacognition ، Mindfulness ، Procrastination