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 motivationalcognitive 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 1-month follow-up assessments targeted the population of male first-year secondary students in Dezful, Iran, during the academic year 2024-2025.Using convenience sampling, 45 students who exhibited procrastination (screened using the Procrastination Assessment Scale-Students) were identified and randomly assigned to three equal groups (n = 15 each): a mindfulness training intervention group, a metacognitive strategies intervention group, and a no-intervention control group.The mindfulness training group received eight weekly 90-minute sessions, while the metacognitive strategies group received ten weekly 90-minute sessions.Key measures encompassed the Academic Self-handicapping Questionnaire and the Academic Hope Scale.Data analysis involved repeatedmeasures analysis of variance and Bonferroni post hoc comparisons, conducted using SPSS software (version 27).Results: Both interventions yielded statistically significant reductions in academic self-handicapping scores (P < 0.001) and elevations in academic hope scores (P < 0.001) 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 < 0.01), 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.