Volume 24, Issue 5 (7-2026)
TB 2026, 24(5): 20-34 |
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Marashi S S, Moshtaghi S. The Effect of Academic Engagement Training Program on Academic Engagement and Sense of Belonging to School in Procrastinating Students. TB 2026; 24 (5) :20-34
URL: http://tbj.ssu.ac.ir/article-1-3831-en.html
URL: http://tbj.ssu.ac.ir/article-1-3831-en.html
Department of Psychology, Dezful Branch, Islamic Azad University,Dezful, Iran , saeed1788@gmail.com
Keywords: Academic Engagement, Academic Conflict, Sense of Belonging to School, Academic Procrastination
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The Effect of Academic Engagement Training Program on Academic Engagement and Sense of Belonging to School in Procrastinating Students
Sakineh-Sadat Marashi (M.A)1, Saeed Moshtaghi (Ph.D.)2
1.M.A. of Edcational Psychology, Department of Psychology, Dez. C., Islamic Azad Universiy, Dezful, Iran
2.Corresponding author: Associate Professor, Department of Psychology, Dez. C., Islamic Azad Universiy, Dezful, Iran Email: moshtaghisaeed@iau.ac.ir Tel: 09036871600
Abstract
Introduction: One of the most important concerns of the educational system is to increase the quality of students' learning and solve their learning problems. Among the factors that can be effective in this regard is procrastination. The present study aimed to investigate the effect of educational engagement program training on academic engagement and sense of belonging to school in procrastinating students.
Methods: This study was conducted using a semi-experimental method with a pre-test-post-test design with a control group and a two-month follow-up period. The statistical population included all female students of the first level of high school in Ahvaz in the academic year 2023-24. Using purposive sampling, 30 students with academic procrastination were selected. This number was randomly assigned to the experimental and control groups. Data were collected using the Academic Procrastination Scale, the Academic Engagement Questionnaire, and the School Belonging Scale. Data analysis was performed through SPSS version 24 software using analysis of variance with repeated measures and Bonferroni post hoc test.
Results: The results showed that academic engagement training increased and had a positive effect on academic engagement and a sense of belonging to school in students (p<0/01), and these results continued during the follow-up period (p<0/01).
Conclusion: Considering the effectiveness of the academic engagement training program on academic engagement and sense of belonging to school, the findings indicate that academic engagement training should be used as a complementary method to school educational programs for students with academic procrastination.
Keywords: Academic Engagement, Academic Conflict, Sense of Belonging to School, Academic Procrastination
Conflict of interest: The authors declared no conflict of interest.
References
1-Ergulec F, Kara A, Eren E. The impact of flipped learning on the relationship between self-regulated online learning and academic procrastination. Current Psychology 2022; 15(3):63-74.
2-Rustamov E, Nuriyeva UZ, Allahverdiyeva M & et al. Academic self-efficacy, academic procrastination, and well-being: A mediation model with large sample of Azerbaijan. International Online Journal of Primary Education 2023; 12(2):84-93.
3-Hamvai C, Kiss H, Vörös H & et al. Association between impulsivity and cognitive capacity decrease is mediated by smartphone addiction, academic procrastination, bedtime procrastination, sleep insufficiency and daytime fatigue among medical students: a path analysis. BMC Medical Education 2023; 23(1):537-49
4-Wolters CA, Iaconelli R, Peri J & et al. Improving self-regulated learning and academic engagement: Evaluating a college learning to learn course. Learning and Individual Differences 2023; 103(2):102-12.
5-Turner M, Hodis FA. A systematic review of interventions to reduce academic procrastination and implications for instructor-based classroom interventions. Educational Psychology Review 2023; 35(4):118-30.
6-Shaked L, Altarac H. Exploring academic procrastination: Perceptions, self-regulation, and consequences. Journal of University Teaching and Learning Practice 2022; 19(3):1-23.
7-Cutipa-Flores T, Fabian-Osorio L, Navarro-Cárdenas MA & et al. Academic engagement and academic self-efficacy as predictors of academic procrastination in Peruvian adolescents. In Frontiers in Education 2025; 5(10):153-65.
8-Khojasteh S, Abdoli M. The Effect of Positive Thinking Intervention on Academic Burnout and Academic Engagement among Elementary School Students. Positive Psychology Research 2023; 9(3):83-108.[Persian]
9-Sabbaghi F, Karimi Q, Akbari M & et al. The effectiveness of educational interventions based on the academic engagement model on the academic fascination of male students with low academic engagement. Educational Development of Judishapur 2021; 12(1):86-98.[Persian]
10-Nie X, Tian Y, Wu T. The relationship between nature connectedness and academic procrastination in Chinese adolescents: the chain mediating role of mindfulness and learning engagement. Eur J Psychol Educ 2025; 40(190): 463-89.
11-Nemati S, Vahedi S, Badri-Gargari R & et al. The Effectiveness of the Combined Mindset Change-Motivational Program on the Sense of Belonging to the School and Academic Procrastination of Female Bully Students. Journal of Research in Educational Systems 2023; 17(62):5-18.[Persian]
12-Atkinson E, Wright S & Wood-Downie, H. “Do My Friends Only Like the School Me or the True Me?”: School Belonging, Camouflaging, and Anxiety in Autistic Students. J Autism Dev Disord 2025; 19(5):47-59.
13-Wang G, Chen G, Li B. The effects of teacher–student reciprocity on students’ sense of belonging to the university: a moderated mediation model. Frontiers in Education 2024; 8(4):589-645.
14-Sharifirahnemo S, Fathi A, Pourmalai-Harris R. The effectiveness of social skills training on academic self-concept and sense of belonging to school in elementary school students. Learner-based Curriculum and Instruction Journal 2022; 2(2):51-64.[Persian]
15-Azizi N, Badri Gargari R, Karimi K. Comparing the effectiveness of Interventions of Academic Engagement and Dweck’s MindSet on academic well-being and quality of school life among high school students. Thinking and Children 2024; 14(2): 279-302.[Persian]
16-Sengsouliya S, Sithane S, Nieo S & et al. An investigation on predictors of student academic engagement. European Journal of Education Studies 2022; 6(10):111-63.
17-Salas-Pilco SZ, Yang Y, Zhang Z. Student engagement in online learning in Latin American higher education during the COVID-19 pandemic: a systematic review. British Journal of Educational Technology 2022; 52(3):1-27.
18-Zhang Y, Guan X, Ahmed MZ & et al. The association between university students’ achievement goal orientation and academic engagement: examining the mediating role of perceived school climate and academic self-efficacy. Cognitive Therapy and Research 2022; 14:297–312.
19-Hasani F, Dartaj F, Bagheri F & et al. The Effectiveness of Teaching Academic Engagement on psychological Capital Female Students Secondary School. Journal of Instruction and Evaluation 2019; 12(46 ):125-42.[Persian]
20-Hasani F, Dortaj F, Bagheri F & et al. The aim of this study was to investigate the effect of academic engagement on emotional creativity. Journal of School Psychology and Institutions 2021; 10(3):6-17.[Persian]
21-Hasani F, Dartaj F, Bagheri F & et al. The Effectiveness of Teaching Academic Engagement on Academic Stress Students School. Journal of Modern Psychological Researches 2020; 14(56):151-67.[Persian]
22-Tuckman BW. The development and concurrent validity of the procrastination scale. Educational and Psychological Measurement. 1991; 51(2):473–82.
23-Rezaei B, Yarmohammadian MH, Mahmood-zadeh Ardakani H. Assessing the prevalence of organizational procrastination and the associated factors among nursing and midwifery staff. Journal of Nursing Management 2016; 5(1):17-28.
24-Reeve J, Shin SH. How teachers can support students’ agentic engagement. Theory into Practice. 2020; 59(2):150–61.
25-Ramazani MA, Khamsan AS. Psychometric indicators of the Rio Academic Engagement Questionnaire with the introduction of factor engagement. Journal of Educational Measurement 2017; 29:185–204.[Persian]
26-Brew C, Beatty B, Watt A. Measuring students’ sense of connectedness with school. Paper presented at the Australian association for Research in Education Annual Conference 2004. Melbourne.
27-Makiyan R, Kalantar-Koosheh SM. Normalizing Sense of Belonging to School Questionnaire and its relationship with Academic Burnout and Achievement Motivation among Persian students. Quarterly of Educational Measurement 2015; 6(20):119-38.[Persian]
28-Pekrun R. Control-value theory: From achievement emotion to a general theory of human emotions. Educational Psychology Review 2024; 36(3):83-99.
Sakineh-Sadat Marashi (M.A)1, Saeed Moshtaghi (Ph.D.)2
1.M.A. of Edcational Psychology, Department of Psychology, Dez. C., Islamic Azad Universiy, Dezful, Iran
2.Corresponding author: Associate Professor, Department of Psychology, Dez. C., Islamic Azad Universiy, Dezful, Iran Email: moshtaghisaeed@iau.ac.ir Tel: 09036871600
Abstract
Introduction: One of the most important concerns of the educational system is to increase the quality of students' learning and solve their learning problems. Among the factors that can be effective in this regard is procrastination. The present study aimed to investigate the effect of educational engagement program training on academic engagement and sense of belonging to school in procrastinating students.
Methods: This study was conducted using a semi-experimental method with a pre-test-post-test design with a control group and a two-month follow-up period. The statistical population included all female students of the first level of high school in Ahvaz in the academic year 2023-24. Using purposive sampling, 30 students with academic procrastination were selected. This number was randomly assigned to the experimental and control groups. Data were collected using the Academic Procrastination Scale, the Academic Engagement Questionnaire, and the School Belonging Scale. Data analysis was performed through SPSS version 24 software using analysis of variance with repeated measures and Bonferroni post hoc test.
Results: The results showed that academic engagement training increased and had a positive effect on academic engagement and a sense of belonging to school in students (p<0/01), and these results continued during the follow-up period (p<0/01).
Conclusion: Considering the effectiveness of the academic engagement training program on academic engagement and sense of belonging to school, the findings indicate that academic engagement training should be used as a complementary method to school educational programs for students with academic procrastination.
Keywords: Academic Engagement, Academic Conflict, Sense of Belonging to School, Academic Procrastination
Conflict of interest: The authors declared no conflict of interest.
References
1-Ergulec F, Kara A, Eren E. The impact of flipped learning on the relationship between self-regulated online learning and academic procrastination. Current Psychology 2022; 15(3):63-74.
2-Rustamov E, Nuriyeva UZ, Allahverdiyeva M & et al. Academic self-efficacy, academic procrastination, and well-being: A mediation model with large sample of Azerbaijan. International Online Journal of Primary Education 2023; 12(2):84-93.
3-Hamvai C, Kiss H, Vörös H & et al. Association between impulsivity and cognitive capacity decrease is mediated by smartphone addiction, academic procrastination, bedtime procrastination, sleep insufficiency and daytime fatigue among medical students: a path analysis. BMC Medical Education 2023; 23(1):537-49
4-Wolters CA, Iaconelli R, Peri J & et al. Improving self-regulated learning and academic engagement: Evaluating a college learning to learn course. Learning and Individual Differences 2023; 103(2):102-12.
5-Turner M, Hodis FA. A systematic review of interventions to reduce academic procrastination and implications for instructor-based classroom interventions. Educational Psychology Review 2023; 35(4):118-30.
6-Shaked L, Altarac H. Exploring academic procrastination: Perceptions, self-regulation, and consequences. Journal of University Teaching and Learning Practice 2022; 19(3):1-23.
7-Cutipa-Flores T, Fabian-Osorio L, Navarro-Cárdenas MA & et al. Academic engagement and academic self-efficacy as predictors of academic procrastination in Peruvian adolescents. In Frontiers in Education 2025; 5(10):153-65.
8-Khojasteh S, Abdoli M. The Effect of Positive Thinking Intervention on Academic Burnout and Academic Engagement among Elementary School Students. Positive Psychology Research 2023; 9(3):83-108.[Persian]
9-Sabbaghi F, Karimi Q, Akbari M & et al. The effectiveness of educational interventions based on the academic engagement model on the academic fascination of male students with low academic engagement. Educational Development of Judishapur 2021; 12(1):86-98.[Persian]
10-Nie X, Tian Y, Wu T. The relationship between nature connectedness and academic procrastination in Chinese adolescents: the chain mediating role of mindfulness and learning engagement. Eur J Psychol Educ 2025; 40(190): 463-89.
11-Nemati S, Vahedi S, Badri-Gargari R & et al. The Effectiveness of the Combined Mindset Change-Motivational Program on the Sense of Belonging to the School and Academic Procrastination of Female Bully Students. Journal of Research in Educational Systems 2023; 17(62):5-18.[Persian]
12-Atkinson E, Wright S & Wood-Downie, H. “Do My Friends Only Like the School Me or the True Me?”: School Belonging, Camouflaging, and Anxiety in Autistic Students. J Autism Dev Disord 2025; 19(5):47-59.
13-Wang G, Chen G, Li B. The effects of teacher–student reciprocity on students’ sense of belonging to the university: a moderated mediation model. Frontiers in Education 2024; 8(4):589-645.
14-Sharifirahnemo S, Fathi A, Pourmalai-Harris R. The effectiveness of social skills training on academic self-concept and sense of belonging to school in elementary school students. Learner-based Curriculum and Instruction Journal 2022; 2(2):51-64.[Persian]
15-Azizi N, Badri Gargari R, Karimi K. Comparing the effectiveness of Interventions of Academic Engagement and Dweck’s MindSet on academic well-being and quality of school life among high school students. Thinking and Children 2024; 14(2): 279-302.[Persian]
16-Sengsouliya S, Sithane S, Nieo S & et al. An investigation on predictors of student academic engagement. European Journal of Education Studies 2022; 6(10):111-63.
17-Salas-Pilco SZ, Yang Y, Zhang Z. Student engagement in online learning in Latin American higher education during the COVID-19 pandemic: a systematic review. British Journal of Educational Technology 2022; 52(3):1-27.
18-Zhang Y, Guan X, Ahmed MZ & et al. The association between university students’ achievement goal orientation and academic engagement: examining the mediating role of perceived school climate and academic self-efficacy. Cognitive Therapy and Research 2022; 14:297–312.
19-Hasani F, Dartaj F, Bagheri F & et al. The Effectiveness of Teaching Academic Engagement on psychological Capital Female Students Secondary School. Journal of Instruction and Evaluation 2019; 12(46 ):125-42.[Persian]
20-Hasani F, Dortaj F, Bagheri F & et al. The aim of this study was to investigate the effect of academic engagement on emotional creativity. Journal of School Psychology and Institutions 2021; 10(3):6-17.[Persian]
21-Hasani F, Dartaj F, Bagheri F & et al. The Effectiveness of Teaching Academic Engagement on Academic Stress Students School. Journal of Modern Psychological Researches 2020; 14(56):151-67.[Persian]
22-Tuckman BW. The development and concurrent validity of the procrastination scale. Educational and Psychological Measurement. 1991; 51(2):473–82.
23-Rezaei B, Yarmohammadian MH, Mahmood-zadeh Ardakani H. Assessing the prevalence of organizational procrastination and the associated factors among nursing and midwifery staff. Journal of Nursing Management 2016; 5(1):17-28.
24-Reeve J, Shin SH. How teachers can support students’ agentic engagement. Theory into Practice. 2020; 59(2):150–61.
25-Ramazani MA, Khamsan AS. Psychometric indicators of the Rio Academic Engagement Questionnaire with the introduction of factor engagement. Journal of Educational Measurement 2017; 29:185–204.[Persian]
26-Brew C, Beatty B, Watt A. Measuring students’ sense of connectedness with school. Paper presented at the Australian association for Research in Education Annual Conference 2004. Melbourne.
27-Makiyan R, Kalantar-Koosheh SM. Normalizing Sense of Belonging to School Questionnaire and its relationship with Academic Burnout and Achievement Motivation among Persian students. Quarterly of Educational Measurement 2015; 6(20):119-38.[Persian]
28-Pekrun R. Control-value theory: From achievement emotion to a general theory of human emotions. Educational Psychology Review 2024; 36(3):83-99.
Type of Study: Research |
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Received: 2025/06/25 | Accepted: 2025/09/1 | Published: 2025/11/19
Received: 2025/06/25 | Accepted: 2025/09/1 | Published: 2025/11/19
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