Volume 24, Issue 5 (7-2026)
TB 2026, 24(5): 20-34 |
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Ethics code: IR.IAU.D.REC.1404.006
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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
Abstract: (6 Views)
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.
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
Type of Study: Research |
Subject:
Counseling
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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