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IRCT20250223064824N1 IRCT 2025-04-08 Islamic Azad University, Semnan branch The effect of mindfulness-based cognitive therapy on psychological capital and perceived social support The effectiveness of mindfulness-based cognitive therapy on psychological capital and perceived social support of adolescents with academic procrastination 2025-04-30 anticipated 30 Complete https://irct.ir/trial/82691 interventional Randomization: Randomized, Blinding: Not blinded, Placebo: Not used, Assignment: Parallel, Purpose: Treatment, Randomization description: In this study, randomization is performed using a simple randomization method with an individual randomization unit. In order to divide participants into two intervention and control groups, 30 cards are prepared, 15 of which have the letter "M" (symbol of the intervention group) written on them and the other 15 have the letter "K" (symbol of the control group) written on them. Then, each participant randomly selects a card from the box containing these cards. Based on the letter written on the card, the individual is assigned to one of the two groups. This method ensures that all participants have an equal chance of being in each group and that the assignment process is carried out fairly and without bias. N/A --. Intervention 1: Intervention group: The experimental group will undergo a mindfulness-based cognitive therapy intervention, which will be held in 8 90-minute weekly sessions. This intervention is designed to reduce academic procrastination, strengthen psychological capital (including self-efficacy, hope, optimism, and resilience), and increase the perception of social support in adolescents. In the initial sessions, participants will be introduced to the basic concepts of mindfulness, automatic thoughts, and their role in avoidance behaviors such as procrastination. Then, they will be taught techniques for focusing on the present moment, accepting without judgment, and increasing awareness of disturbing thoughts and feelings. Next, cognitive therapy methods will be used to identify and reconstruct dysfunctional thoughts, academic limiting beliefs, and cognitive biases. Exercises such as observing thoughts without conflict, positive self-talk, and the thought-stopping technique will be used to reduce rumination and promote self-efficacy. In the mid-to-final sessions, attention to sources of social support, identification of supportive individuals, and strengthening communication skills to benefit from the support of those around them are emphasized. Also, by using mindfulness exercises (such as body scanning, conscious breathing, and thought observation), adolescents are tried to show more flexible and conscious reactions when faced with academic pressures. Finally, a review of the learned skills, creation of practical plans to maintain the exercises in daily life, and increased commitment to behavioral changes are carried out to stabilize the effectiveness of the intervention in the long term. Intervention 2: Control group: This group does not receive any intervention and serves only as a comparison standard. Participants in this group continue with their usual academic activities and the support they normally receive from school, family, or counselors. During the study, they do not receive any cognitive behavioral therapy-related treatment intervention. The aim of this approach is to leave the control group without intervention so that the results of this group can be compared with the group that has undergone cognitive behavioral therapy. This method allows for a precise assessment of the impact of the intervention on the psychological capital and perceived social support of adolescents with academic procrastination. Yes - There is a plan to make this available What will be shared: In this study, data and documentation will be shared in accordance with ethical principles and confidentiality considerations. Individual data of participants will only be published after removing identifying information and in the form of anonymous data. The original data, including the results related to the research variables, will be made available to qualified researchers in the form of a structured dataset without personal information. In addition to quantitative data, methodological documentation of the research, including the study protocol, data collection methods, intervention implementation instructions, and tools used, will also be shared. When: Data and documentation from this study will be available for one month after the publication of the final results. This time frame is intended to ensure thorough data analysis and ethical sharing of information. To whom: The data and documentation of this research will be available only to researchers and experts in the relevant scientific field who work in academic institutions, research centers, and reputable scientific organizations. Access requests from independent researchers will also be considered if they submit a relevant research plan and receive approval from the research ethics committee. Access to data for people working in industry will only be possible if they cooperate with academic or research centers and comply with research ethics principles. Conditions: The data and documentation of this study may only be used for scientific and research purposes related to the subject of the study, and any commercial or promotional use is prohibited. Statistical analyses and meta-analyses are permitted in compliance with scientific and ethical principles. The use of data must be in such a way that the identity of the participants cannot be identified. Applicant researchers must submit a formal application, sign an ethical commitment letter, and receive approval from the research ethics committee. Reference to the original source is mandatory, and sharing of data with third parties without official permission is prohibited. Where to obtain: If you need data, please contact maryamalizadehhh1993@gmail.com. How to obtain: After receiving the request and reviewing it by the principal investigator, the data will be sent to the applicant within a maximum of one week, along with a commitment not to publish the data without the name of the principal investigator. Comments:
public Masoumeh Hosseinpour
5th km of Damghan Road, University Town, Islamic Azad University
Semnan Iran (Islamic Republic of) 3513137111 +98 23 3365 4040 maryamalizadehhh1993@gmail.com Islamic Azad University, Semnan Branch scientific Maryam Salehyan
Islamic Azad University, University Town, Semnan
Semnan Iran (Islamic Republic of) 3513137111 +98 23 3365 4040 maryam.salehyan@gmail.com Islamic Azad University, Semnan branch Iran (Islamic Republic of) Students with high scores on the academic procrastination test Teenagers aged 12 to 15 (first year of secondary school) Willingness to voluntarily participate in the research with written parental consent Ability to attend intervention sessions regularly 12 years 15 years Both Having a formal diagnosis of a severe psychological disorder (such as bipolar disorder, psychosis, or severe depression) that requires specialized treatment. History of receiving similar psychological treatments (cognitive therapy or mindfulness-based interventions) within the past 6 months. Having a physical or mental disability that prevents understanding the content of the sessions or active participation in the intervention process. Lack of consistent access to the meeting location or inability to attend regularly due to family or educational circumstances. Treatment - Other Treatment - Other Intervention group: The experimental group will undergo a mindfulness-based cognitive therapy intervention, which will be held in 8 90-minute weekly sessions. This intervention is designed to reduce academic procrastination, strengthen psychological capital (including self-efficacy, hope, optimism, and resilience), and increase the perception of social support in adolescents. In the initial sessions, participants will be introduced to the basic concepts of mindfulness, automatic thoughts, and their role in avoidance behaviors such as procrastination. Then, they will be taught techniques for focusing on the present moment, accepting without judgment, and increasing awareness of disturbing thoughts and feelings. Next, cognitive therapy methods will be used to identify and reconstruct dysfunctional thoughts, academic limiting beliefs, and cognitive biases. Exercises such as observing thoughts without conflict, positive self-talk, and the thought-stopping technique will be used to reduce rumination and promote self-efficacy. In the mid-to-final sessions, attention to sources of social support, identification of supportive individuals, and strengthening communication skills to benefit from the support of those around them are emphasized. Also, by using mindfulness exercises (such as body scanning, conscious breathing, and thought observation), adolescents are tried to show more flexible and conscious reactions when faced with academic pressures. Finally, a review of the learned skills, creation of practical plans to maintain the exercises in daily life, and increased commitment to behavioral changes are carried out to stabilize the effectiveness of the intervention in the long term. Control group: This group does not receive any intervention and serves only as a comparison standard. Participants in this group continue with their usual academic activities and the support they normally receive from school, family, or counselors. During the study, they do not receive any cognitive behavioral therapy-related treatment intervention. The aim of this approach is to leave the control group without intervention so that the results of this group can be compared with the group that has undergone cognitive behavioral therapy. This method allows for a precise assessment of the impact of the intervention on the psychological capital and perceived social support of adolescents with academic procrastination. Psychological capital. Timepoint: Before the start of the intervention and after completing 12 intervention sessions. Method of measurement: Luthans et al.'s (2007) Psychological Capital Questionnaire. Perceived social support. Timepoint: Before the start of the intervention and after completing 12 intervention sessions. Method of measurement: Zimet et al.'s Multidimensional Perceived Social Support Questionnaire (1988). Islamic Azad University, Semnan branch Approved 2025-01-27 Ethics Committee of Semnan Azad University Islamic Azad University, University Town, Semnan Semnan Semnan Iran (Islamic Republic of)