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IRCT20260711070131N1 IRCT 2026-07-14 Islamic Azad University Comparing the effectiveness of self-directed learning strategies training and mindfulness training Comparing the effectiveness of self-directed learning strategies training and mindfulness training on academic optimism, self-efficacy beliefs, sense of belonging to school, and hope for education in divorced students 2026-08-11 anticipated 45 Complete https://irct.ir/trial/91594 interventional Randomization: Randomized, Blinding: Double blinded, Placebo: Not used, Assignment: Parallel, Purpose: Education/Guidance, Randomization description: In this study, to achieve completely random assignment and eliminate any researcher interference or bias, a simple randomization method will be used. First, a complete list of divorced female students in Gotvand city who meet the inclusion criteria will be prepared. Then, each of these students will be assigned an initial numerical identification code. These codes will be entered into the Random Number Generator software. The software will generate a unique random number for each student. After generating the numbers, the participants will be listed in ascending order based on the value of the random number. Then, sequentially, the first to fifteenth students on the list will be assigned to the first experimental group (training in self-regulated learning strategies), the sixteenth to thirtieth students to the second experimental group (mindfulness training), and the thirty-first to forty-fifth students to the control group. This process will be designed in such a way that the order of entry or the researcher's knowledge of the participants will not play any role in the allocation method, and it will not be possible to predict each individual's group before randomization is complete, Blinding description: In order to control bias and improve internal validity of the study, this study was designed with a double-blind protocol; in this way, the outcome assessor and data analyst will be kept unaware of the allocation of students to the intervention and control groups. In this process, the outcome assessor will collect data at all stages of pre-test, post-test, and follow-up, without knowing the students' assigned group, in order to prevent bias in the measurement; also, all raw data will be provided to the statistical analyst with anonymous codes (such as group A, B, and C), and the true nature of the groups will not be revealed until the end of the data analysis process. All allocation steps will be performed by an independent person from the research team, and decoding of allocation codes will be done only after the final completion of the statistical analyses. N/A Problems caused by parental divorce. Intervention 1: Intervention group1: In this study, the self-directed learning strategies training program based on the Pentridge educational model (2000; cited by Vahidinejad et al., 2010) is used as an intervention variable. This program will be implemented in the form of 15 group training sessions, each lasting 60 minutes, and weekly for the members of the experimental group. The content of the sessions includes training in learning planning skills, setting educational goals, monitoring progress, self-regulation in the learning process, and using effective learning strategies, which are presented in a structured manner according to the guidelines of the original model. Intervention 2: Intervention group2: In this study, the mindfulness training program based on the standard protocol of Bowen et al. (2011; cited in Akbarpour et al., 1402) will be used as an intervention variable. This program will be implemented in the form of 8 group training sessions, each lasting 120 minutes, and weekly for the experimental group members. The content of the sessions includes a set of formal and informal mindfulness exercises, training in mindfulness skills, emotion regulation, non-judgmental observation of experience in the present moment, and body-based and breathing exercises that are presented in a structured manner according to the main protocol guidelines. Intervention 3: Control group: They do not receive any intervention or treatment. Undecided - It is not yet known if there will be a plan to make this available Justification or reason for indecision in sharing IPD is Participant data is completely confidential and I do not intend to publish it.
public Maryam Farahmandgomari
No. 4, Shahid Ahmadi Rad St., Salehshahr.
Gotvand Iran (Islamic Republic of) 6454143698 +98 916 903 7391 farahmandgomari1358@gmail.com Islamic Azad University scientific Maryam Farahmandgomari
No. 4, Shahid Ahmadi Rad St., Salehshahr.
Gotvand Iran (Islamic Republic of) 6454143698 +98 916 903 7391 farahmandgomari1358@gmail.com Islamic Azad University Iran (Islamic Republic of) Participants must be at least 9 and at most 12 years old. Parents must be divorced. Informed consent of the student and parents to participate in the research. 9 years 12 years Female Having psychological disorders and taking psychiatric medications. Having physical problems that interfere with the intervention process. Z63.5 Disruption of family by separation and divorce Behavior Behavior N/A Intervention group1: In this study, the self-directed learning strategies training program based on the Pentridge educational model (2000; cited by Vahidinejad et al., 2010) is used as an intervention variable. This program will be implemented in the form of 15 group training sessions, each lasting 60 minutes, and weekly for the members of the experimental group. The content of the sessions includes training in learning planning skills, setting educational goals, monitoring progress, self-regulation in the learning process, and using effective learning strategies, which are presented in a structured manner according to the guidelines of the original model. Intervention group2: In this study, the mindfulness training program based on the standard protocol of Bowen et al. (2011; cited in Akbarpour et al., 1402) will be used as an intervention variable. This program will be implemented in the form of 8 group training sessions, each lasting 120 minutes, and weekly for the experimental group members. The content of the sessions includes a set of formal and informal mindfulness exercises, training in mindfulness skills, emotion regulation, non-judgmental observation of experience in the present moment, and body-based and breathing exercises that are presented in a structured manner according to the main protocol guidelines. Control group: They do not receive any intervention or treatment. Academic optimism. Timepoint: before performing the intervention and two weeks after completion of the intervention. Method of measurement: Shannon Moran et al.'s Academic Optimism Questionnaire (2012). Self-efficacy beliefs. Timepoint: before performing the intervention and two weeks after completion of the intervention. Method of measurement: Academic Self-Efficacy Questionnaire by Zajakova et al. (2005). Feeling of belonging to school. Timepoint: before performing the intervention and two weeks after completion of the intervention. Method of measurement: School Belonging Questionnaire by Barry et al. (2004). Educational Hope. Timepoint: before performing the intervention and two weeks after completion of the intervention. Method of measurement: Khormaei and Kamri Educational Hope Questionnaire (2017). Islamic Azad University Approved 2026-06-02 Ethics Committee of Islamic Azad University of Ahvaz Islamic Azad University of Ahvaz, Farhang Shahr Ahvaz Khouzestan Iran (Islamic Republic of)