The effect of the HOPS educational program on academic self-regulation of procrastinating students

Sheykholeslami, Ali; Hedayatjoo, Fatemeh; Ghamari Kivi, Hossein

doi:10.22034/iepa.2026.579763.1594

The effect of the HOPS educational program on academic self-regulation of procrastinating students

Document Type : Original Article

Authors

Ali Sheykholeslami ¹

Fatemeh Hedayatjoo ²

Hossein Ghamari Kivi ¹

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.

https://doi.org/10.22034/iepa.2026.579763.1594

Abstract

Objective: The purpose of this study was to examine the effect of the HOPS (Homework, Organization and Planning Skills) educational program on academic self-regulation of procrastinating students.
Method: The method of the current research was quasi-experimental including pretest and posttest designs with a control group. All female students of secondary education of Ardabil 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 (n=20) and control (n=20) groups. The participants of the experimental group, received 12 sessions of the HOPS educational program while the control group sticked to their normal routine. The Bufford's Academic Self-Regulation Questionnaire (1995) and Solomon and Ruth Bloom's Academic Procrastination Scale (1984) were used to collect data. The data were analyzed using statistical method of Covariance in SPSS software.
Results: The results demonstrated that the academic self-regulation of procrastinating students in posttests of the experimental group significantly outperformed the control group, confirming the effect of the HOPS educational program on academic self-regulation of procrastinating students.
Conclusions: It can be concluded that the HOPS educational program is indeed effective on academic self-regulation of procrastinating students; therefore, applying this program in case of increasing student's academic self-regulation in schools is suggested.

Conclusions: Thus, it can be concluded that the HOPS educational program is indeed effective on academic self-regulation of procrastinating students; therefore, applying this program in case of increasing student's academic self-regulation in schools is suggested.

Keywords

HOPS Educational Program

Academic Self-Regulation

Procrastinating Students

Subjects

School Psychology

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