بررسی اثربخشی آموزش راهبردهای فراشناختی ولز بر تاب‌آوری تحصیلی و خودناتوان‌سازی تحصیلی در دانش‌آموزان دارای اهمال‌کاری تحصیلی

قاسم طالبی قره قشلاقی; رعنا ساکن آذری; شهرام  واحدی

Authors

Ghasem Talebigaregeshlagi Department of Psychology, Ta.C., Islamic Azad University, Tabriz, Iran Author https://orcid.org/0009-0000-0146-1720
Rana Sakenazari Department of Psychology, Sara.c., Islamic Azad University, Sarab, Iran Corresponding author https://orcid.org/0000-0003-1805-6697
Sharam Vahedi Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Tabriz, Tabriz, Iran Author https://orcid.org/0009-0001-3277-6802

Keywords:

Wells' metacognitive strategies, academic resilience, academic self-handicapping, academic procrastination

Abstract

This study aimed to determine the effectiveness of Wells’ metacognitive strategies training in improving academic resilience and reducing academic self-handicapping among lower-secondary students with academic procrastination in Salmas. This applied study employed a quasi-experimental pretest–posttest design with a control group. The statistical population consisted of lower-secondary students with academic procrastination in Salmas during the 2025–2026 academic year. From 8,317 students enrolled in 58 schools, one school was initially selected through simple random sampling. Following screening, 60 eligible students were purposively selected and allocated into three groups of 20 participants. The experimental groups received Wells’ metacognitive strategies training. Data were collected at pretest and posttest and analyzed using multivariate analysis of covariance and Bonferroni pairwise comparisons. Statistical assumptions concerning normality, homogeneity of regression slopes, equality of variances, and homogeneity of covariance matrices were examined before inferential analyses. The covariance analyses indicated that Wells’ metacognitive strategies training significantly increased academic resilience (F=65.861, p<0.001, η²=0.634) and significantly decreased academic self-handicapping (F=24.617, p<0.001, η²=0.393). Bonferroni comparisons also revealed significant between-group differences in academic resilience (MD=23.600, p=0.001) and academic self-handicapping (MD=15.700, p=0.001). Significant intervention effects were additionally observed for future communication skills (η²=0.456), future orientation (η²=0.499), and problem-focused resilience (η²=0.365), as well as behavioral (η²=0.466) and claimed self-handicapping (η²=0.407). Wells’ metacognitive strategies training appears effective in strengthening academic resilience and reducing academic self-handicapping among students with academic procrastination, potentially through modifying maladaptive metacognitive beliefs and improving the regulation of attention and thinking. These findings support the application of metacognitive training as a school-based psychological and educational intervention for students experiencing academic procrastination.

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