The effectiveness of a mindful learning-based training program in improving academic self-efficacy and reducing academic procrastination among Retarded University Students

The aim of the research was to reveal the effectiveness of a training program based on mindful learning skills in improving academic self-efficacy and reducing academic procrastination among university students who are academically behind. To achieve this, the researcher prepared a scale for academic self-efficacy, another scale for academic procrastination, and a training program based on mindful learning skills. The psychometric properties of the scales were verified on a sample of (200) male and female students. The research was based on the quasi-experimental approach and a single-group experimental design consisting of (90) first-year students who were academically behind at the Higher Institute of Social Work in Alexandria. They were worked on as a single experimental group with pre- and post-measurement.
The results of the experiment showed that there were statistically significant differences between the average scores of the students of the experimental group in the pre- and post-tests in favor of the post-test in the academic self-efficacy scale and its dimensions, and there were statistically significant differences between the average scores of the students of the experimental group in the pre- and post-tests in favor of the pre-test in the academic procrastination scale; This indicates the effectiveness of the independent variable on the dependent variables in the sample. It also showed that there were no statistically significant differences between the average scores of the experimental group in the post-test and follow-up tests for both the academic self-efficacy scale and its dimensions, and the academic procrastination scale. The results were discussed and interpreted in light of the theoretical framework and previous studies. A set of educational recommendations and research proposals were also presented.