The Effects of Hope Training, Self-Compassion Training, and Their Combination on Academic Procrastination and Academic Hope among Students

Saeede Namavar; Sima Ghodrati; Hasan Heidari

Authors

Saeede Namavar PhD Student, Department of Psychology, Ar.C., Islamic Azad University, Arak, Iran Author https://orcid.org/0000-0002-2864-7071
Sima Ghodrati Assistant Professor, Department of Counseling, WT.C, Islamic Azad University, Tehran, Iran Corresponding Author https://orcid.org/0000-0002-7413-7021
Hasan Heidari Associate Professor, Department of Psychology, Khom.C., Islamic Azad University, Khomein, Iran Author https://orcid.org/0000-0002-9845-4128

Keywords:

training, hope, self-compassion, academic procrastination, academic hope, students, boys

Abstract

The aim of this study was to investigate the effectiveness of hope training and mindful self-compassion training on academic procrastination and academic hope among eighth-grade boys. This quasi-experimental study employed a pretest–posttest design with a control group and was conducted in 2025. Using cluster random sampling, 48 eighth-grade male students were selected from schools in western Tehran and assigned to four groups. Twelve students were assigned to the control group, 12 received hope training, 12 received mindful self-compassion training, and 12 received a combination of the two interventions. Data were collected using both field and library methods. The data collection instruments consisted of two standardized questionnaires: the Procrastination Assessment Scale–Students developed by Solomon and Rothblum (1984) and the Domain-Specific Hope Scale developed by Sympson (1999), including the academic hope subscale. A pretest was initially administered to all 48 participants. Following the therapeutic interventions administered to the experimental groups, a posttest was administered simultaneously to all participants. The findings indicated that hope training and mindful self-compassion training were effective in reducing academic procrastination and enhancing academic hope among eighth-grade boys. Accordingly, families and schools can contribute to improving boys’ academic conditions by fostering hope and self-compassion.

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