Background and Objective: The aim of the present study was to compare the effectiveness of psychological capital, adolescent-centered mindfulness, and healthy person theory training packages on academic engagement, procrastination, and goal orientation of female high school students.

Reasearh Method: The present study was a quasi-experimental study with a pre-test, post-test, and three-month follow-up design. The statistical population of the study included female high school students in the second year of the second year of the second district of Isfahan in the academic year 1402, of which 80 people were selected through multi-stage sampling and randomly assigned to three experimental groups and a control group (20 people in each group). The first experimental group received healthy human theory counseling (Aghaei, 2018), the second experimental group received Burdick's adolescent-centered mindfulness training (2014), and the third experimental group received Lotaz psychological capital training (Alipour et al., 2013) as a group. The data collection tools were goal orientation questionnaires (Bouffard et al., 1998), procrastination (Solomon and Raelum, 1984), and academic engagement (Shaffley et al., 2002). The data were analyzed using repeated measures analysis of variance and Bonferroni post hoc test in SPSS23 software.

Results: The results showed that all three educational methods were effective in reducing procrastination, increasing academic engagement, and goal orientation in the post-test phase, and their effectiveness remained in the follow-up phase, and no significant difference was observed between the three groups in this regard (p<0.05).

Conclusion: Psychological capital, adolescent-centered mindfulness, and healthy human theory educational packages play an effective role in improving procrastination, academic engagement, and goal orientation in adolescents.