Rooyesh-e- Ravanshenasi Journal(RRJ)

The present study aimed to determine the effectiveness of meaning-based education on academic procrastination and academic self-efficacy in twelfth-grade students. The research method was a quasi-experimental design with a pre-test-post-test design and a control group. The statistical population of the present study consisted of all twelfth-grade male students in District 10 of Tehran in the academic year 2024-2025, of whom 40 people, 20 in the control group and 20 in the experimental group, were selected through purposive sampling and randomly placed in two groups. To collect data, Solomon & Rothblum's Procrastination Assessment Scale for Students (PASS, 1984) and Owen & Froman's Academic Self-Efficacy Questionnaire (ASEQ, 1988) were used, and the meaning-based education intervention was implemented in 12 two-hour sessions, once a week, in a group for the experimental group. A multivariate covariance test was used to analyze the data. The research findings showed that by controlling the pre-test effect, there was a significant difference at the 0.05 level between the mean of academic procrastination and academic self-efficacy in the experimental and control groups. As a result, academic meaning-based education can be considered an effective intervention for twelfth-grade students.