Journal of Research in Educational Systems

Abstract Objective: The purpose of this study was to examine the effect of the HOPS (Homework, Organization and Planning Skills) educational program on academic procrastination of procrastinating students.
Method: The method of the current research was semi-experimental including pretest and posttest designs with a control group. All female students of secondary education of Ardabil city in the academic year of 2025-2026 comprised the population of this research. 40 procrastinating students were recruited through randomized cluster sampling which were randomly assigned to experimental group (n=20) and control group (n=20). The participants of the experimental group, received 12 sessions of the HOPS educational program while the control group sticked to their normal routine. The Solomon and Ruth Bloom's Academic Procrastination Scale (1984) were taken to collect data. The data were analyzed using statistical method of covariance in SPSS software.
Results: The results demonstrated that the academic procrastination of procrastinating students in posttests of the experimental group were significantly lower that the control group and the research hypothesis based on the effect of the HOPS educational program on academic procrastination of procrastinating students was approved.
Conclusions: Thus, it can be concluded that the HOPS educational program is indeed effective on academic procrastination of procrastinating students; therefore, applying this program for decreasing student's academic procrastination in schools is suggested.

Abstract The aim of the present study was to investigate the relationship between personality traits and coping styles with academic burnout: the mediating role of academic procrastination in female high school students in Kerman. The research is a correlational design and the sample group was 498 students of arithmetic and God-fearing schools in the academic year of 2019-2020 who were selected by multi-stage cluster sampling method. The tools used in this study included Maslash burnout list (2002), Andler and Parker stress coping style list (1990), Neo personality traits list (1992), and Solomon and Roth Bloom's list of academic procrastination (1994). Indirect path of personality traits (extraversion / introversion (-0/31), neuroticism (0/301), openness to experience (-0/25), adaptation (-0/23), conscientiousness (-0/21)) is significant through academic procrastination on burnout plus the indirect path of style (p<0/001). Coping with stress (problem-oriented (-0/32), emotion-driven (0/30), social engagement, and distraction (-0/19)) is significant through academic procrastination on burnout (p<0/001). Therefore, since people use stress coping styles according to their personality traits and characteristics, teaching stress coping strategies and skills to people with personality traits (extroversion, introversion). Neuroticism, conscientiousness and adaptation and openness to experience) in addition to reducing academic procrastination is also effective in reducing academic burnout.

Abstract The aim of this study was to investigate the relationship between test anxiety and motivation to progress with self-disability and academic procrastination in students of Tehran University of Applied Sciences. The research method of the present study is descriptive-correlational. The statistical population of this study includes all students of East Tehran University of Applied Sciences. 340 people were selected from this statistical population by multi-stage random sampling method. The negligence of Solomon and Rothblum (2005) and Edward E. Jones's (1979) self-restraint scale were answered. The results of Pearson correlation showed that there is a positive and significant relationship between test anxiety and academic self-efficacy and there is a negative and significant relationship between achievement motivation and self-efficacy and academic achievement. Negativity and test anxiety positively predict students' procrastination and self-empowerment. The results of the study indicate that by increasing the motivation to progress and reduce the anxiety of the exam, it is possible to reduce the students' self-disability and academic procrastination.

Abstract The purpose of this study was to investigate the Effectiveness of Positive Thinking training on Cognitive emotion regulation and Academic procrastination in Secondary school girl students. The research method was a semi-experimental pre-test and post-test with control group. The statistical population consisted of all girls students of secondary school in the 24th district of Tehran in 2017-2018. In the sample group, 40 girls high school students were selected through simple random sampling and were replaced in two groups (control and intervention). At first, emotional regulation questionnaires (Garnofski &et al., 2001) and negligence (Tuckman, 1991) were performed for both groups (pre-test). Then, the intervention group received a Positive Thinking Program in 8 sessions of 90 minutes and once a week, while the control group did not receive any educational intervention. After this stage, both groups were re-evaluated with the questionnaire (retest). Data was analyzed using multivariate covariance analysis in SPSS software version 22. The results showed that the implementation of positive thinking training has a significant effect on emotional regulation (p <0/01). Also, the results showed that the implementation of positive thinking training has a significant effect on academic procrastination (p <0/01).