https://jeps.usb.ac.ir/ Journal of Educational Psychology Studies en daily 1 Mon, 22 Dec 2025 00:00:00 +0330 Mon, 22 Dec 2025 00:00:00 +0330 https://jeps.usb.ac.ir/article_9423.html As a key element of the success of the education system, teachers must possess the qualifications of the teaching profession, and Farhangian University is responsible for teacher training. Farhangian University is in charge of teacher training. The purpose of the research was to investigate the competencies of teachers who graduated from Farhangian University of Sistan and Baluchestan province from the point of view of school principals. The research method is descriptive-survey. The statistical population of the research was all principals of schools in Khash city (Sistan and Baluchistan province) in the academic year of 2022-23 that 174 school principals were studied by using stratified sampling method. The competency selection questionnaire of Farhangian University students (Safari and Zamahni, 2022) was used to collect information. To analyze the data, a one-sample t-test was used using spss16 software. Finding showed the teachers graduated from Farhangian University in terms of individual (interpersonal, value-ethical, professional and personality) and social (social knowledge, social motivation, social perception and social inference) competencies are in a higher than average condition.  Therefore, it can be concluded that although the graduated teachers of Farhangian University are in a higher than average status in terms of professional qualifications, they are still far from the ideal status. Therefore, it is suggested that Farhangian University, in recruiting students, should choose candidates who have better personal and social skills for the teaching profession. Also, Farhangian University, with the participation of curriculum planners, should design and implement topics to improve the individual and social skills of the recruited students. https://jeps.usb.ac.ir/article_9057.html The current research was conducted with the aim of developing a structural model of academic sustainability based on academic self-efficacy, considering the mediating role of academic conscience. The descriptive research method was correlation and structural equation modeling. The statistical population included all female students of the second year of high school in Bukan city in the academic year of 2021-2022, and 300 people were selected as the target sample through cluster sampling. To collect data from three standard questionnaires of academic persistence by Martin and Marsh (2008); McIlroy and Bunting's (2002) academic conscientiousness and Morgan-Jinks' (1999) academic self-efficacy were used. Data analysis was done by Pearson correlation method and structural equation modeling using SPSS 23 and LISREL 8.8 software. Pearson's correlation results showed that there is a significant relationship between academic persistence as a criterion variable, academic self-efficacy components (talent, context, and effort) and academic conscientiousness (p<0.001). Also, the results of the analysis of structural relationships showed that the three components of self-efficacy directly and indirectly and academic conscientiousness directly affect students' academic persistence and academic conscientiousness plays a partial mediating role in this. . Finally, after calculating the fit indices, it was found that the model has a good fit. According to the findings of this research, academic self-efficacy was directly and indirectly related to academic persistence through academic conscientiousness.Therefore, improving the academic self-efficacy and academic conscience of students is considered a suitable method to improve their academic sustainability. https://jeps.usb.ac.ir/article_9424.html This study aimed to investigate the effects of teacher-student and teacher-parent relationships on academic achievement with the mediating role of student academic engagement. This fundamental research was a descriptive correlational design based on a structural equation modeling approach in terms of method. The statistical population was 11228 students in the second secondary school of Birjand in the school year 2019-2020. A total of 349 people (220 girls, 129 boys) and one of their parents were selected by random multi-stage cluster sampling. The instruments used included GPA, teacher-student communication questionnaire Murray and Zovich (2010), teacher-parent communication questionnaire Vickers and Minke (1995), and academic engagement questionnaire Fredricks, Blumenfeld & Paris (2004). Data analysis was performed by structural equation method using SPSS22 and LISREL8 software. The results of structural equation modeling showed that teacher-student and teacher-parent relationships are directly and indirectly related to academic progress through the mediation of academic conflict (p>0.05). In addition to generating theoretical knowledge, the present findings provide teachers and parents with the necessary skills to maintain their communication approach with students positively and have specific practical applications to improve students' academic achievement. https://jeps.usb.ac.ir/article_9603.html The present study aimed to Normalize the mindfulness scale in teaching among Iranian teachers. In terms of data collection, the current research is in the category of correlational research. The current research community consisted of teachers of Tehran, Mashhad, and Shiraz in 2023-2024. 352 people were selected by snowball sampling method. To examine the convergent validity, the relationships between the three tools of mindful attention awareness Scale, and Reflective Functioning Questionnaire were examined. Collected data were analyzed by R programming language version 4.2.3. Examining the results of exploratory factor analysis shows that the first and second factors are the same intrapersonal and interpersonal components in the original version of the instrument. Also, the results show that all subscales have good coefficients of alpha (between 0.73 and 0.74) and omega (0.82 and 0.83). Confirmatory factor analysis also showed that the factors of the final structure have an internal homogeneity of 0.72 to 0.73 for alpha coefficient and 0.78 to 0.83 for omega. Given its acceptable psychometric properties, the Persian version of the mindfulness scale can be used in research related to the teaching process, teacher-student interaction, and improving the quality of education in Iranian teachers’ community. https://jeps.usb.ac.ir/article_9473.html The present study was conducted to determine the effectiveness of acceptance and commitment therapy enriched with compassion on academic emotions and academic motivation of students with test anxiety. The study was a quasi-experimental design with a pretest and posttest design with a control group. The statistical population included all students with test anxiety at Yazd University in the academic year 2021-2022. In this study, using convenience sampling, 28 students who scored higher than 21 on the Sarason Test Anxiety Scale and had high test anxiety were selected and randomly assigned to two experimental and control groups (14 students in each group). Subjects in the experimental group participated in a 10-session course of acceptance and commitment therapy enriched with compassion (three sessions per week, each session lasting 1 hour), and members of the control group did not receive any intervention during this period. Participants in both groups responded to the Pekrun (2002) and Walerand (1992) academic motivation questionnaires before the intervention and at the end of the course. Data analysis using multivariate covariance in SPSS 20 software showed that acceptance and commitment therapy enriched with compassion had a positive effect on promoting positive academic emotions and intrinsic and extrinsic academic motivation and reducing negative academic emotions and apathy in students in the experimental group compared to the control group (p < 0.01). Based on the findings of the present study, it can be concluded that acceptance and commitment therapy enriched with compassion using various techniques is an acceptable method for helping learners with test anxiety. https://jeps.usb.ac.ir/article_9686.html Objective: This study aimed to model academic adjustment based on self-interpretation with the mediating role of achievement emotions in students.Methodology: The statistical population included 734 students of the Faculty of Educational Sciences and Psychology of the University of Sistan and Baluchestan in the academic year 2024-2025, of which 256 students (179 girls and 77 boys) were selected stratified based on the Morgan table. The research instruments were the Baker and Seriak Academic Adjustment Questionnaire (1984), the Pekeran et al. Achievement Emotions Questionnaire (2002), and the Hardin et al. Self-interpretation Questionnaire (2004). For statistical analysis of the data, the Pearson correlation coefficient test and the Path analysis And using SPSS-27 software and Lisrel-10 software.Findings: The results showed that there was a direct and significant relationship between self-interpretation, academic adjustment, and emotions of progress in students. Also, a direct and significant relationship was observed between emotions of progress and academic adjustment of students. The results also indicated that there was an indirect and significant relationship between self-interpretation and academic adjustment of students with the mediating role of emotions of progress (P<0/01).Conclusion: Therefore, self-interpretation, or the way an individual views themselves and their relationships with others, shapes the quality of the emotions they experience in academic situations, and it is these emotions that ultimately determine their level of academic adjustment. https://jeps.usb.ac.ir/article_9661.html The present study aimed to investigate the effectiveness of a positive psychology–based intervention on sense of coherence, self-concept, and academic hope among students with academic procrastination. This research employed a quasi-experimental design with a pretest-posttest control group and a three-month follow-up. The statistical population consisted of first-grade high school students in District 18 of Tehran during the 2024–2025 academic year. Using convenience sampling, 40 students were selected and randomly assigned to two groups of 20 (experimental and control). Data were collected through Antonovsky’s Sense of Coherence Questionnaire (1987), the Academic Hope Scale by Khorrami & Kamari (2016), and Yessen Chen’s Academic Self-Concept Questionnaire (2004). The experimental group received the Positive Psychology intervention based on Quilliam’s (2003) package for eight weeks, delivered in 8 sessions of 60 minutes, twice per week. Data analysis was conducted using repeated-measures ANOVA in SPSS version 24. The findings indicated that the positive psychology–based intervention led to significant increases in sense of coherence, self-concept, and academic hope among students with academic procrastination (p < .01), and these effects remained stable over the three-month period (p < .01). This intervention, by focusing on identifying and strengthening character strengths, providing meaning to learning experiences, and fostering positive emotions, effectively enhanced the target variables. The results suggest that preventive and empowering approaches—rather than solely correcting problematic behaviors—can break the negative cycle of procrastination by building positive attitudes, reinforcing meaningful connections with school, and improving perceptions of personal competence. Therefore, implementing structured positive psychology programs in schools, particularly for students at risk of academic decline, can serve as a practical strategy to increase motivation, responsibility, and active participation in the learning process, ultimately fostering their academic and psychological growth. https://jeps.usb.ac.ir/article_9687.html The present study aimed to investigate the effectiveness of psychological capital training on academic hope and academic identity of female high school students. The research used a quasi-experimental design method with a pre-test-post-test design with a control group. The statistical population comprised all female high school students in Zabol in the Academic Year 2024-2025, among whom 30 subjects were selected by cluster sampling and randomly assigned to two experimental and control groups (15 subjects in each group). The cases received psychological capital training developed by Luthans et al. (2007) for 10 sessions. Participants in both groups completed the Khormai and Kamari (2016) and Vaz and Isaacson (2008) academic hope questionnaires in the pre-test and post-test stages. The study analyzed the data using multivariate analysis of covariance using SPSS-27 software. The findings showed that in the post-test phase, the scores of academic identity (F = 22.29, p < 0.001) and academic hope (F = 12.184, p < 0.001) of the students in the experimental group increased significantly compared to the control group. Based on the results of the present study, it can be said that psychological capital education has a positive effect on promoting the academic identity and academic hope of female students, and through teaching the components of psychological capital by teachers in the classroom, it is possible to improve the academic conditions for students. https://jeps.usb.ac.ir/article_9467.html Situational motivation is one of the key factors in effective student learning, and therefore, efforts to develop new methods to improve this trait are noteworthy. In this regard, this study aimed to examine the effect of an integrated story-based homework package on the situational motivation of fourth-grade elementary students. The research method was applied in terms of purpose and quasi-experimental based on a pre-test and post-test design with experimental and control group in nature. The statistical population included fourth-grade elementary school students in the city of Quds in the academic 2024-2025, which was about 2000 people. A sample of 50 cases was selected using the convenient method and randomly assigned to two experimental and control groups (25 cases each group). The experimental group used the integrated story-based homework package for 10 weeks, while the control group was not exposed to this intervention. The research tools included the standard situational motivation questionnaire of Guy et al (2000). Statistical analysis was performed using multivariate analysis of covariance in SPSS27 software. The findings showed that, based on multivariate analysis of covariance, the effectiveness of using story-based assignments on the intrinsic motivation dimension (sig = 0.001, f = 20.859, df = 50 and 1), the identified regulation dimension (sig = 0.001, f = 9.010, df = 50 and 1), the external regulation dimension (sig = 0.001, f = 16.788, df = 50) and the Amotivation dimension in situational motivation (sig = 0.001, f = 34.712, df = 50 and 1) was significant. As a result, using integrated assignments by adapting appropriate stories is a fundamental way to increase intrinsic motivation and avoid a tendency towards extrinsic motivation in the teaching and learning environment. Therefore, it is suggested that teachers use the assignments in this package and also learn the principles of designing integrated story-based assignments as a new educational method to increase student motivation. https://jeps.usb.ac.ir/article_9416.html This study aimed to determine the mediating effect of autonomous motivation in the relationship between students' perceptions of teachers' motivational teaching style and academic engagement. The research method was correlational and path analysis. The statistical population included all undergraduate students of Farhangian University of Sistan and Baluchestan in the academic year 2023-2024 , totaling 5013 individuals. Based on Cochran's formula, 357 students (171 males and 186 females) were selected as a sample using stratified-random sampling. Data were collected using the Academic Motivation Scale by Vallerand (1992), Teacher as Social Context Scale by Belmont et al. (1988), and Academic Engagement Scale by Reeve (2013). The results showed a direct and significant relationship between teaching style with autonomous motivation and academic engagement (p<0.01). The path analysis results indicated that the autonomous support dimension had a direct and significant effect on academic engagement (p<0.05). Furthermore, the indirect effect of teaching style dimensions on academic engagement through autonomous motivation was also confirmed (p<0.05). Therefore, to enhance students' academic engagement, professors should prioritize autonomy-supportive teaching style as an educational strategy. https://jeps.usb.ac.ir/article_9207.html Problem solving is one of the most important personal and social skills, and John Dewey has one of the most important theories in this field. Considering the necessity of teaching this skill in adolescence, the present research investigated the problem solving skill in high school Persian Textbooks based on this theory through integrated content analysis. The statistical population of the research was the texts of the first and second high school Persian text books published in 1402, and statistical sampling was avoided. The investigations showed that in all grades, the most attention was given to problem solving skills in the main lessons and the capacity of other texts was not used much. Another thing is that out of a total of 35 first secondary texts and 41 second secondary texts, only one reading in 10th text book and one lesson in 12th text book fully corresponded with the 6 stages of Dewey's model, and the rest of the texts were some important stages of this model, including gathering information and Examining and testing the initial solutions in order to choose the best way was not possible. Therefore, it is suggested that in the changes of Persian Textbooks, the ability to strengthen the problem solving skills of students by choosing richer texts from this point of view should be taken into consideration by the authors and before these changes, this deficiency will be compensated by creative measures of teachers. https://jeps.usb.ac.ir/article_9396.html The aim of this study was to investigate the effect of teachers' personality traits on teacher-student interaction with the mediating role of emotional intelligence among teachers in Lar. The research method was descriptive with correlation design. For this purpose, 300 teachers were selected by cluster sampling method and answered to teacher interaction questionnaire (Lardasmi and Kenny, 2001), personality traits questionnaire (NEO-FFI, McCrae and Costa, 1986), and emotional intelligence (Goleman, 2001). The results of path analysis showed that personality traits as the first level of model variables have both direct and indirect effects on teacher-student interaction. The indirect effect of all exogenous variables on teacher-student interaction was significant (p<0.01) which indicates the effective mediating role of emotional intelligence components in the relationship between personality traits and teacher-student interaction. It is worth noting that the four components of emotional intelligence also had a direct effect on teacher-student interaction. Among personality dimensions, conscientious had the greatest effect on the components of emotional intelligence. Therefore, one may conclude that teachers' personality traits affect their interaction with students through the mediating role of emotional intelligence. Meanwhile, the goodness of fit for model indicated the fit between theoretical model and the data. According to the research findings, it is suggested that education pay close attention to the personality and emotional intelligence of its teachers and also pay attention to them in selecting teachers and in-service courses. https://jeps.usb.ac.ir/article_9414.html Investigating the Effect of Economic Inequality on the Cognitive-Emotional Performance and Political Behavior in Students of Sistan and Baluchestan UniversityThis study aims to investigate the impact of economic inequality on cognitive performance, emotional functioning, and political behavior among students at the University of Sistan and Baluchestan, employing a descriptive-analytical method. The statistical population consisted of all male and female students enrolled during the 2024-2025 academic year, from which a stratified random sampling method was used to select 378 participants. Data collection instruments included the Stroop Test, the Economic Inequality Questionnaire, the Emotional Control Scale, and the I.G. Doblin Political Behavior Questionnaire. For data analysis, multivariate regression analysis was conducted using SPSS software....The regression analysis results revealed that economic inequality has a significant negative effect on the cognitive performance of students at the University of Sistan and Baluchestan. Similarly, economic inequality adversely and significantly influences their emotional functioning. Furthermore, economic inequality negatively and significantly affects the political behavior of the students..... https://jeps.usb.ac.ir/article_9461.html This study aimed to examine the effectiveness of Compassion-focused Therapy (CFT) on perfectionism and psychological well-being of male high school students. This quasi-experimental study was applied in nature and used a pretest-posttest design with a control group. The statistical population of the present study was all male students who were studying in high schools in Isfahan in the academic year 2022, and 30 of them were included in two groups namely experimental group (15 participants) and control group (15 participants) as the research sample. The tools used in the current research were the psychological welfare questionnaire by Reff (1980) and Multidimensional Perfectionism Scale questionnaire by Hewitt and Flett (1991) that all participants completed as the pretest. Then, the participants in the experimental group received the Compassion-focused Therapy protocol (Gilbert and Choden, 2014) during eight sessions and the control group did not receive any training, both groups were evaluated again in the posttest. Analysis of covariance in SPSS 22 was used to analyze the obtained data. The findings showed that the average scores of the experimental group in the posttest compared to the control group were at a lower level and the average scores of the experimental group in the posttest compared to the control group were at a higher level in psychological well-being. Based on this, the results of data analysis showed that Compassion-focused Therapy has a significant effect on all aspects of perfectionism and psychological well-being (p<0.01). https://jeps.usb.ac.ir/article_9474.html The aim of the present study was to investigate the effect of quality of work life on self-efficacy of primary school teachers with the mediating role of organizational climate. This study was applied in terms of purpose and structural equation correlation in terms of research method. The target population of the study was all elementary school teachers in Iranshahr, 897 subject (494 male and 403 female). The sample size was estimated to be 367 subject (202 male and 165 female) based on the Singh and Masuku’s sample size determination table. Stratified random sampling and convenience sampling were used. Three questionnaires of quality of work life by Mirkamali and Narenji (2008); teacher self-efficacy questionnaire by Tschannen-Moran and Woolfolk-Hoy (2001), and Organizational Climate Questionnaire by Halpin and Croft (2000) were used to collect data. To analyze the data were used descriptive statistics such as frequency, percentage, mean, standard deviation and inferential statistics such as Pearson's correlation coefficient test and structural equation model with using SPSS27 and PLS software. The findings based on the t-statistic test equal to 6.92 and the path coefficient equal to 0.60 indicate that the quality of work life has a positive effect on teachers' self-efficacy with the mediation of organizational climate. In this regard, the results of the Sobel test equal to 12.33 showed that the effect of the quality of work life on teachers' self-efficacy increases with the mediation of organizational climate. Recommended educational organizations should be sensitive to improving the quality of work life of teachers, https://jeps.usb.ac.ir/article_9541.html The present study was conducted with the aim of providing a structural model for predicting students' vandalistic behaviors in school based on the motivational orientation of teachers and parents with the mediating role of positive orientation towards school. The research method of the research was descriptive-correlation type of structural equation modeling. The statistical population included all male students of the second year of high school in Ilam city in the academic year of 2022-2023 (3521 people). The research sample was 384 students who were selected by a multi-stage cluster random method based on the table of Karjesi and Morgan. To collect data, Vandalist behavior questionnaires of Aliverdinia et al. (2013), Perception of parenting styles by Grolnick et al (1997), the learning climate of Black and Desi (1996) and positive school orientation questionnaire by Abol-Maali-Hosseini and Ahmadi (2016) were used. The data were analyzed using Pearson's correlation coefficient and structural equation modeling. The results showed that the research model has a favorable fit and the motivational orientation of teachers and parents directly and through the mediation of positive orientation towards the school has an impact and predictably on students' vandalistic behaviors. Therefore, it is concluded that in the educational system of family and school, more attention should be paid to the attitudes and beliefs of parents and teachers towards school as influential people in order to provide a positive orientation towards school in students and consequently reduce vandalistic behaviors https://jeps.usb.ac.ir/article_9570.html The purpose of this research was the effectiveness of mindfulness-based stress management training on academic anxiety and social adjustment of first-year high school students in Euclid city. The research method was semi-experimental with a pre-test-post-test design with a control group. The statistical population of the research consisted of all male students of the first secondary school in Euclid city in the academic year of 2023-2024. Among the statistical population, 36 students were selected by available sampling method, and all of them were randomly assigned to two experimental groups (18 people) and control groups (18 people). The experimental group was taught stress management training based on mindfulness during 8 sessions of 60 minutes in a group format. Research data were collected using Albert and Haber (1960) academic anxiety questionnaires and California social adjustment (1953) questionnaires. In order to analyze the data, multivariate covariance analysis was used. Findings: The results showed that stress management training based on mindfulness is effective on academic anxiety and social adjustment of first secondary students in Euclid city (p<0.05). In other words, stress management training based on mindfulness has reduced academic anxiety and increased social adaptation of students. According to the results of this research, it can be said that among the useful educational approaches to reduce academic anxiety and improve the social adaptation of students, stress management training is based on mindfulness. https://jeps.usb.ac.ir/article_9676.html This study aimed to examine the role of progressive beliefs in constructivist teaching activities, mediated by the professional knowledge of lower secondary school teachers. The research employed a descriptive-correlational design. The statistical population included all lower secondary school teachers in Hamadan during the 2023–2024 academic year, from which 330 teachers were selected through stratified random sampling. Data were collected using the Progressive Beliefs Questionnaire by Huang et al. (2018), the Professional Knowledge Questionnaire by Huang et al. (2018), and the Constructivist Teaching Activities Questionnaire by Victor et al. (2022). Data analysis was conducted using SPSS 25 and AMOS 24, applying structural equation modeling (SEM). The findings indicated that the proposed model demonstrated an acceptable fit. A significant direct relationship was found between progressive beliefs and constructivist teaching activities (β = 0.62, p < 0.001), between progressive beliefs and teachers' professional knowledge (β = 0.79, p < 0.001), and between teachers' professional knowledge and constructivist teaching activities (β = 0.22, p < 0.001). Furthermore, teachers' professional knowledge played a mediating role in the relationship between progressive beliefs and constructivist teaching activities (β = 0.344, p < 0.001). Therefore, it can be concluded that teachers' progressive beliefs and professional knowledge are two key factors in improving constructivist teaching. To enable teachers to effectively implement these methods, both their attitudinal and skill-related aspects should be strengthened. https://jeps.usb.ac.ir/article_9702.html Abstract: The purpose of this research was to investigate the relationship between moral disengagement and academic dishonesty of students with the mediating role of religious attitude. The design of the research was correlational and structural equations. The study population of the research comprised all male and female undergraduate students of Farhangian University of Khuzestan province in the academic year 2023-2024. The research sample includes 268 students, who were selected by stratified random sampling method. The sample answered the questionnaires about moral disengagement (Bandura et al., 1996), religious attitude (Golriz and Brahni, 2013), and academic dishonesty (McCobb and Terry Vino, 1996). Data analysis was done by structural equation modeling using Spss and Amos version 26 software. The results showed that moral disengagement has a direct and positive effect on academic dishonesty (β=0.416, p<0.001) and has a direct and negative effect on religious attitude (β=0.258, p<0.001). Also, religious attitude has a direct and negative effect on academic dishonesty (β=-0.17, p<0.023) and has a mediating role between moral disengagement and academic dishonesty (β=0.44, p<0.001). According to the results, it can be said that academic dishonesty can be changed due to the connection between moral indifference and religious attitude and that paying attention to ethics and promoting religious attitudes in the academic environment can be effective in reducing academic dishonesty. https://jeps.usb.ac.ir/article_9726.html Purpose: The purpose of this research was to investigate the effectiveness of critical thinking training on academic resilience and academic self-regulation of male students with special learning disorder. Method: The method of this research was semi-experimental with a pre-test-post-test design with a control group. The statistical population of the study included all male students with special learning disorder in the fourth, fifth and sixth grades of elementary school in Birjand city in the academic year of 2022-2023. Among the statistical population, 28 male students with special learning disorder were selected by purposeful sampling, and all of them were randomly assigned in the form of two experimental (14 people) and control (14 people) groups. The critical thinking training program was implemented for 12 1-hour sessions for the experimental group. In order to collect research data, Samuels' academic resilience questionnaire (2004) and Sawari and Arabzadeh's academic self-regulation questionnaire (2012) were used. In order to analyze the data, univariate and multivariate analysis of covariance was used. Findings: The results of covariance analysis indicated the effectiveness of critical thinking training on academic resilience and academic self-regulation of male students with learning disorder students (p<0.005). In other words; Academic resilience and academic self-regulation of students have improved significantly as a result of critical thinking training. Conclusion: According to the results of this research, it is suggested to use critical thinking training to strengthen and improve academic resilience and academic self-regulation of students with special learning disorde. https://jeps.usb.ac.ir/article_9785.html 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.