The effect of the HOPS educational program on cognitive and metacognitive self-regulation in students with academic procrastination

Articles in Press

Document Type : Scientific Articles

Authors

1 Professor, Department of Counseling, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran.

2 M.A. Student of School Counseling, Department of Counseling, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran.

10.22111/jeps.2026.55690.6289

Abstract

The present study was conducted to investigate the effectiveness of the HOPS (Homework, Organization, and Planning Skills) intervention program on the cognitive and metacognitive self-regulation of procrastinating students. The study employed a quasi-experimental design with a pretest–posttest control group. The statistical population consisted of all female middle school students in Ardabil during the 2025–2026 academic year. Using a cluster random sampling method, 40 procrastinating students were selected and randomly assigned to either the experimental group (n=20) or the control group (n=20). Participants in the experimental group received the HOPS intervention program over 12 sessions, while those in the control group continued their regular educational activities. Data were collected using the cognitive and metacognitive self-regulation subscales of the Academic Self-Regulation Questionnaire developed by Bouffard et al. (1995) and the Academic Procrastination Scale developed by Solomon and Rothblum (1984). The data were analyzed using Analysis of Covariance (MANCOVA) in SPSS software. The findings indicated that, at the posttest stage, procrastinating students in the experimental group demonstrated significantly higher levels of cognitive and metacognitive self-regulation compared with those in the control group. Thus, the research hypothesis regarding the effectiveness of the HOPS intervention program on the cognitive and metacognitive self-regulation of procrastinating students was supported. Accordingly, it can be concluded that the HOPS intervention program positively influences the cognitive and metacognitive self-regulation of procrastinating students. Therefore, the implementation of this intervention program in schools is recommended as an effective means of enhancing cognitive and metacognitive self-regulation among students who exhibit procrastination behaviors.

Keywords

Journal of Educational Psychology Studies

Articles in Press, Accepted Manuscript
Available Online from 08 July 2026

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