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IRCT20250510065679N1 IRCT 2025-05-20 Islamic Azad University Comparing the effectiveness of mindfulness training and metacognitive strategies 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. 2025-05-20 anticipated 45 Complete https://irct.ir/trial/83475 interventional Randomization: Randomized, Blinding: Single blinded, Placebo: Not used, Assignment: Parallel, Purpose: Education/Guidance, 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 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. N/A Procrastination. Intervention 1: 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. Intervention 2: 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. No - There is not a plan to make this available Justification or reason for not sharing IPD is Confidentiality of statistical sample information
public Mostafa Mahmoudimehr
No. 126, Bahman Alley, Bahman 5th Street
Dezful Iran (Islamic Republic of) 6461981789 +98 61 4232 1102 mostafa.mahmoudimehr@iau.ir Islamic Azad University scientific Mostafa Mahmoudimehr
No. 126, Bahman Alley, Bahman 5th Street
Dezful Iran (Islamic Republic of) 6461981789 +98 61 4232 1102 mostafa.mahmoudimehr@iau.ir Islamic Azad University Iran (Islamic Republic of) Iran (Islamic Republic of) 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. 12 years 15 years Male 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). Behavior Behavior 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. 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. 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. 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. 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). 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). Islamic Azad University Approved 2025-05-08 Ethics Committee of Islamic Azad University of Ahvaz Branch Golestan Highway, Farhangshahr Ahvaz Khouzestan Iran (Islamic Republic of)