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.