Comparative Effectiveness of Mindfulness Training and Metacognitive Strategies in Reducing Academic Self-Handicapping and Enhancing Academic Hope among Procrastinating Students

نویسندگان
Dasht Bozorgi, Zahra ID 1
Talebzadeh Shoushtariari, Marzieh ID 2
Mahmoudi Mehr, Mostafa ID 3
Jayervand, Hamdollah ID 4

1 Department of Psychology, Ahv.C., Islamic Azad University, Ahvaz, Iran

2 Department of Psychology, Ahv.C., Islamic Azad University, Ahvaz, Iran

3 Department of Psychology, Ahv.C., Islamic Azad University, Ahvaz, Iran

4 Department of Psychology, Il.C., Islamic Azad University, Ilam, Iran

doi
10.22034/AHS.15.1.27
چکیده

Background & Objective: Academic procrastination is a prevalent psychological issue that undermines positive motivational-cognitive elements, such as academic hope, while exacerbating maladaptive behaviors, such as academic self-handicapping. This study aimed to evaluate and compare the efficacy of mindfulness training versus metacognitive strategies in mitigating academic self-handicapping and bolstering academic hope among ...

کلیدواژه‌ها
Academic hope, Academic self-handicapping, Metacognition, Mindfulness, Procrastination