The Effectiveness of Meaning-Oriented Training on Sense of Meaning and School Belonging in Students with Symptoms of Procrastination

Background: Adolescence is a critical period during which establishing a sense of purpose and belonging is essential for well-being. However, many students struggle with procrastination and low school engagement, negatively impacting their academic performance and mental health. Objectives: The present study aimed to examine the impact of meaning-oriented training on the sense of meaning and school belonging in students with procrastination tendencies. Methods: A quasi-experimental control group design was utilized to evaluate the efficacy of meaning-oriented training on students aged 16 - 18 years (grades 10 - 12) in Dezful, Iran, who exhibited procrastination tendencies in 2023. Thirty students, selected via convenience sampling, were allocated to either an experimental group or a control group (n = 15 each). The control group participated in standard classroom activities without any specific intervention. Both groups completed pre- and post-intervention assessments using the Meaning of Education and Sense of School Belonging questionnaires. The experimental group participated in a 10-session meaning-oriented training program, with each session lasting 90 minutes over 10 weeks. Repeated measures analysis of variance (ANOVA) was employed using SPSS version 26 for data analysis. Results: A quasi-experimental control group design was utilized to evaluate the efficacy of meaning-oriented training on students aged 16 - 18 years (grades 10 - 12) in Dezful, Iran, who exhibited procrastination tendencies in 2023. Thirty students, selected via convenience sampling, were allocated to either an experimental group or a control group (n = 15 each). The control group participated in standard classroom activities without any specific intervention. Both groups completed pre- and post-intervention assessments using the Meaning of Education and Sense of School Belonging questionnaires. The experimental group participated in a 10-session meaning-oriented training program, with each session lasting 90 minutes over 10 weeks. Repeated measures ANOVA was employed using SPSS version 26 for data analysis. Conclusions: Meaning-oriented training effectively enhances the sense of meaning and school belonging in students prone to procrastination. Integrating such approaches into educational settings could significantly promote well-being and academic success by bolstering mental health resilience and improving engagement, which are directly linked to positive academic performance outcomes.