The Effect of Cognitive Hope Enhancing Training on Reduction of Academic Procrastination and Self-handicapping in Boy Students of Boarding Guidance Schools in Boukan

The purpose of this study was to determine the effect of cognitive hope enhancing training on the status of academic self-handicapping in pupils studying at a boarding-school in Boukan city during the academic year of 2011-2012. For this، 32 pupils were randomly selected as the sample group. This has been a half-experimental research with a pre-test، post-test plan and a control group. Questionnaire based on General self-handicapping Scale were used as research tool. The intervention method was based on the model proposed by Lopez& Snyder (2003). The program was presented to pupils during 8 sessions (each 90 min) and 1 session per week. The sample group was randomly divided into two 16-person groups، (an experimental group and a control group). The experimental group was taken under cognitive hope enhancing training، while the control group was not. Data analysis with descriptive statistics (Mean، Standard Deviation) and inferential statistics (Covariance Test) was performed using SPSS software. The results of Analysis of Covariance Test (p<0. 05) for the dependent group، to determinate the effect of cognitive hope enhancing training، showed that applying this program as an effective intervention، has improved the motivation level of pupils، reduced their academic self-handicapping، and increased their level of hope. According to the results of this study، It is suggested that cognitive hope enhancing training program be as a part of In service training for schools counselors.