IRCT | Comparing the effectiveness of mindfulness training and metacognitive strategies on academic boredom, rumination, academic self-handicapping, and hope for education in procrastinating male students in junior secondary schools.

Protocol summary

Study aim: Comparing the effectiveness of mindfulness training and metacognitive strategies on academic boredom, rumination, academic self-handicapping, and hope for education in procrastinating male students in junior secondary schools.
Design: Clinical trials with a control group, with parallel groups, are single-blind, selected by purposive randomization, and then, through simple randomization by drawing lots, the 45 people who were selected are placed into two experimental groups and a control group.
Settings and conduct: This study will use a field experimental research method with an extensive pre-test and post-test design with a follow-up phase. The assessors and data analysts will be blinded, and all information will be kept confidential to avoid bias.
Participants/Inclusion and exclusion criteria: Male students of junior high school who are procrastinators Declaration of consent from the subject and their parents to participate in the research Failure of the subject to participate in other educational or therapeutic interventions at the same time Suffering from any significant psychological illness (such as personality disorder, major depression, obsessive-compulsive disorder, bipolar disorder, etc.) based on clinical interview and Diagnostic and Statistical Manual of Mental Disorders (5th edition).
Intervention groups: Mindfulness is a technique that, combined with meditation and specific mental orientations to an experience, encourages non-judgmental awareness of the present moment by minimizing involvement in thoughts and feelings. Whereas the metacognitive training program assumes that vulnerable individuals engage in worry and ruminative thinking about the functioning of underlying beliefs and metacognitions. No intervention is provided for the control group.
Main outcome variables: Academic boredom, rumination, academic self-handicapping, and hope for education

General information

Reason for update
Acronym
IRCT registration information: IRCT registration number: IRCT20250510065679N1

Registration date: 2025-05-20, 1404/02/30

Registration timing: registered_while_recruiting

Last update: 2025-05-20, 1404/02/30

Update count: 0
Registration date: 2025-05-20, 1404/02/30

Registrant information: Name

Mostafa Mahmoudimehr

Name of organization / entity

Country

Iran (Islamic Republic of)

Phone

+98 61 4232 1102

Email address

mostafa.mahmoudimehr@iau.ir

Recruitment status: Recruitment complete
Funding source

Expected recruitment start date: 2025-05-20, 1404/02/30
Expected recruitment end date: 2025-08-21, 1404/05/30
Actual recruitment start date: empty
Actual recruitment end date: empty
Trial completion date: empty

Scientific title: Comparing the effectiveness of mindfulness training and metacognitive strategies on academic boredom, rumination, academic self-handicapping, and hope for education in procrastinating male students in junior secondary schools.

Public title: Comparing the effectiveness of mindfulness training and metacognitive strategies
Purpose: Education/Guidance
Inclusion/Exclusion criteria: Inclusion criteria:

Male students who are procrastinating in junior high school Procrastination is diagnosed based on the Solomon and Roth-Bloom (1984) questionnaire. The cut-off point for identifying individuals with high levels of academic procrastination is usually considered to be scores above 25 or 30. Declaration of consent of the subject and their parents to participate in the research Subject's failure to participate in other educational or therapeutic interventions concurrently The subject should not have any disorders such as visual impairment or hearing impairment, and should not have any psychological problems affecting cognitive functions as diagnosed by a school psychologist.

Exclusion criteria:

Having any significant psychological illness (such as personality disorder, major depression, obsessive-compulsive disorder, bipolar disorder, etc.) based on a clinical interview and the Diagnostic and Statistical Manual of Mental Disorders (5th edition).
Age: From 12 years old to 15 years old
Gender: Male

Phase

N/A

Groups that have been masked

Outcome assessor
Data analyser

Sample size

Target sample size: 45

Randomization (investigator's opinion)

Randomized

Randomization description

Experimental and control groups: After selection, the next step is to divide the subjects into experimental and control groups. For this, a simple random method can be used. How to perform randomization: Step 1: After selecting the target sample, all subjects are placed on a list. Step 2: From among the subjects, using a random method (such as drawing lots or using random group software), subjects are divided into two experimental groups and one control group.

Blinding (investigator's opinion)

Single blinded

Blinding description

In the study in question, all participants and the clinical caregivers and assessors who interpret and analyze the data are blinded. Participants in our study are unaware of each other and an abbreviation is given for each participant.

Placebo

Not used

Assignment

Parallel

Other design features

Secondary Ids

empty

Ethics committees

1

Ethics committee: Name of ethics committee

Ethics Committee of Islamic Azad University of Ahvaz Branch

Street address

Golestan Highway, Farhangshahr

City

Ahvaz

Province

Khouzestan

Postal code

6134937333
Approval date: 2025-05-08, 1404/02/18
Ethics committee reference number: IR.IAU.AHVAZ.REC.1404.032

Health conditions studied

1

Description of health condition studied: Procrastination
ICD-10 code
ICD-10 code description

Primary outcomes

1

Description: Academic boredom
Timepoint: Academic boredom lasts for two months before the intervention begins and after.
Method of measurement: In the present study, it is the score that the subject obtains from the Rijsger et al. (2013) boredom scale.

2

Description: Rumination
Timepoint: Rumination occurs before the intervention begins and lasts for two months afterward.
Method of measurement: In the present study, it is the score that the subject obtains from the Nolen-Hoeksma and Maru (1991) rumination questionnaire.

3

Description: Academic self-handicapping
Timepoint: Academic self-handicapping occurs before the intervention begins and for two months afterward.
Method of measurement: In the present study, it is the score that the subject obtains from the Schwinger and Steinsmer-Plaster Educational Self-Disability Scale (2011; quoted from Firouzi and Karami, 2015).

4

Description: Hope for education
Timepoint: The hope of education lasts for two months before the intervention begins and afterwards.
Method of measurement: In the present study, it is the score that the subject obtains from the Khormaei and Kamri Educational Expectation Questionnaire (2017).

Secondary outcomes

empty

Intervention groups

1

Description: Intervention group: Mindfulness is a non-judgmental, non-descriptive, present-moment awareness of the experience that is within a person's attention at a particular moment. In addition, it includes acknowledging and accepting the experience. In other words, mindfulness is a technique that, combined with meditation and specific mental orientations toward an experience, encourages non-judgmental awareness of the present moment by minimizing involvement in thoughts and feelings.
Category: Behavior

2

Description: Intervention group: Metacognitive learning programs assume that vulnerable individuals engage in worry and ruminative thinking about the functioning of underlying beliefs and metacognitions. Metacognitive strategies also help individuals manage their learning processes more effectively. These strategies include goal setting, planning, and assessing progress, which can lead to increased feelings of control and self-confidence in learning.
Category: Behavior

Recruitment centers

1

Recruitment center: Name of recruitment center

Fahmedeh Junior High School

Full name of responsible person

Mostafa Mahmoudimehr

Street address

Saadi Alley, Golestan Street, next to Dar Al-Fonun Art School

City

Dezful

Province

Khouzestan

Postal code

6461983388

Phone

+98 61 4232 1330

Email

mosipazh@gmail.com

2

Recruitment center: Name of recruitment center

Shahriar Junior High School

Full name of responsible person

Mostafa Mahmoudimehr

Street address

Andisheh Alley, Saba Street, Negin Street

City

Dezful

Province

Khouzestan

Postal code

6463141620

Phone

+98 61 4252 3657

Email

mosipazh@gmail.com

1

Sponsor: Name of organization / entity

Islamic Azad University

Full name of responsible person

Zahra Dasht-e-Bozorgy

Street address

Golestan Highway, Farhangshahr

City

Ahvaz

Province

Khouzestan

Postal code

6134937333

Phone

+98 61 3334 8420

Email

Zahradb2000@yahoo.com
Grant name
Grant code / Reference number
Is the source of funding the same sponsor organization/entity?: Yes
Title of funding source: Islamic Azad University
Proportion provided by this source: 100
Public or private sector: Private
Domestic or foreign origin: Domestic
Category of foreign source of funding: empty
Country of origin
Type of organization providing the funding: Academic

Person responsible for general inquiries

Contact: Name of organization / entity

Islamic Azad University

Full name of responsible person

Mostafa Mahmoudimehr

Position

PhD student

Latest degree

Master

Other areas of specialty/work

Psychology

Street address

No. 126, Bahman Alley, Bahman 5th Street

City

Dezful

Province

Khouzestan

Postal code

6461981789

Phone

+98 61 4232 1102

Email

mostafa.mahmoudimehr@iau.ir

Person responsible for scientific inquiries

Contact: Name of organization / entity

Islamic Azad University

Full name of responsible person

Mostafa Mahmoudimehr

Position

PhD student

Latest degree

Master

Other areas of specialty/work

Psychology

Street address

No. 126, Bahman Alley, Bahman 5th Street

City

Dezful

Province

Khouzestan

Postal code

6461981789

Phone

+98 61 4232 1102

Email

mostafa.mahmoudimehr@iau.ir

Person responsible for updating data

Contact: Name of organization / entity

Islamic Azad University

Full name of responsible person

Mostafa Mahmoudimehr

Position

PhD student

Latest degree

Master

Other areas of specialty/work

Psychology

Street address

No. 126, Bahman Alley, Bahman 5th Street

City

dezful

Province

Khouzestan

Postal code

6461981789

Phone

+98 61 4232 1102

Email

mostafa.mahmoudimehr@iau.ir

Sharing plan

Deidentified Individual Participant Data Set (IPD): No - There is not a plan to make this available
Justification/reason for indecision/not sharing IPD: Confidentiality of statistical sample information
Study Protocol: No - There is not a plan to make this available
Statistical Analysis Plan: No - There is not a plan to make this available
Informed Consent Form: No - There is not a plan to make this available
Clinical Study Report: No - There is not a plan to make this available
Analytic Code: No - There is not a plan to make this available
Data Dictionary: No - There is not a plan to make this available

Comparing the effectiveness of mindfulness training and metacognitive strategies on academic boredom, rumination, academic self-handicapping, and hope for education in procrastinating male students in junior secondary schools.