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The effectiveness of psychological capitals training package on academic procrastination, psychological well-being, and academic engagement
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Behrouz Ghalaei *1    , Abolghasem Yaghoobi1 , Fatemeh Jafari Hoveyda2 |
1- Department of Psychology, Faculty of Economics and Social Sciences, Bu-Ali Sina University, Hamedan, Iran
2- Faculty of Economic and Social Sciences, Bu-Ali Sina University, Hamedan, Iran |
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Abstract: (1745 Views) |
Background and Purpose: One of the major contributors to students’ academic decline is poor psychological functioning, including academic procrastination, low psychological well-being, and reduced academic engagement. Implementing psychological capital training programs in schools may improve students’ psychological status. Therefore, the present study aimed to examine the effectiveness of a psychological capital training program on academic procrastination, psychological well-being, and academic engagement among high school students.
Method: This quasi-experimental study employed a pretest–posttest control group design. The statistical population included all second-grade high school students in Tehran during the 2024–2025 academic year. Forty eleventh-grade students were selected through convenience sampling and randomly assigned to experimental and control groups (20 students in each group). The experimental group received a nine 90-minute sessions psychological capital training program based on the educational model of Luthans and Youssef (2004). The control group received no intervention during the study but was provided with a summary of the intervention after completion for ethical considerations. Instruments included the Iranian validated versions of the Academic Procrastination Scale (PASS; Solomon & Rothblum, 1984), Ryff’s Psychological Well-Being Scale (PWBS; Ryyf, 2002), and the Academic Engagement Scale (AES; Fredricks et al, 2004). Data were analyzed using univariate and multivariate analysis of covariance (ANCOVA/MANCOVA) with SPSS-28.
Results: The findings indicated that the psychological capital training program had a significant effect on the experimental group, increasing psychological well-being and academic engagement while reducing academic procrastination (p = .001).
Conclusion: The intervention reduced procrastination by enhancing goal orientation and self-regulation and improved psychological well-being and academic engagement through fostering hope and optimism. Therefore, implementing psychological capital training programs in schools is recommended. |
Article number: 4 |
| Keywords: Academic enthusiasm, academic procrastination, psychological capital, psychological well-being |
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Full-Text [PDF 915 kb]
(537 Downloads)
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Type of Study: Research |
Subject:
Special
Received: 2025/07/11 | Accepted: 2026/04/20 | Published: 2026/04/26
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