The effectiveness of the HOPS educational program on time management skills of procrastinating students

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. of School Counselling, Department of Counseling, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran.

Abstract

The purpose of this study was to examine the effectiveness of the HOPS (Homework, Organization and Planning Skills) educational program on time management skills of procrastinating students. 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 Macan's Time Management Behavior Skills Scale (1994) and 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. The results demonstrated that the time management skills of procrastinating students in posttests of the experimental group significantly outperformed the control group and the research hypothesis based on the effectiveness of the HOPS educational program on time management skills of procrastinating students was approved. Thus, it can be concluded that the HOPS educational program is indeed effective on time management skills of procrastinating students; therefore, applying this program in case of increasing student's time management skills in schools is suggested.

Keywords

References

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Journal of Educational Psychology Studies
Volume 23, Issue 61
May 2026
Pages 98-80

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