Cited by 13Perfectionism, Procrastination, Anxiety StudiesDigital Mental Health InterventionsStudent Stress and Coping

Effects of a single session low-threshold digital intervention for procrastination behaviors among university students (Focus): Findings from a randomized controlled trial

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Åsberg, Katarina, Löf, Marie, Bendtsen, Marcus·2024·Internet Interventions

Abstract

Introduction: Procrastination behaviors are common among university students, and have been found to be associated with stress, symptoms of depression, anxiety, and poorer academic performance. There is a need for interventions that can reach students at scale, and therefore this study aimed to estimate the effects of a single session low-threshold digital intervention (Focus) for procrastination behaviors among university students in Sweden. Methods and analysis: A two-arm, parallel groups (1:1), single blind randomized controlled trial was conducted between February 8 to April 26, 2023. The study used email to invite university students across Sweden to participate in the trial. Both the intervention and the control group were invited to assess their current procrastination behaviors using the Pure Procrastination Scale (PPS). The intervention group immediately received feedback and behavior change advice by means of an interactive website, while the control group was shown their total PPS score without any further feedback. Students were included in the study if they scored 20 points or more on the PPS. Our primary outcome was procrastination behavior measured at 2 months post-randomization. Analyses were conducted using multilevel regression models estimated with Bayesian inference. Results: = 601) of the control group. The evidence suggested no marked difference between groups regarding any of the outcomes, although there was weak evidence of lower physical activity in the intervention group. Qualitative findings from open-ended responses uncovered a variety of views on procrastination and perceived problems that may follow. Those not feeling supported by Focus explained having troubles adopting the advice given and converting their intentions into action without more continuous support. Conclusions: Access to a single session of feedback and behavior change advice by means of an interactive website did not produce differential self-reported procrastination among university students who took the opportunity to self-assess their behaviors. The findings are limited by assessment reactivity due to screening at baseline and attrition to follow-up.

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Crossref · 10.1016/j.invent.2024.100741

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Authors
Åsberg, K., Löf, M., & Bendtsen, M.
Affiliations
  • Linköping University (SE)
  • Karolinska Institutet (SE)
Corresponding author
Åsberg, Katarina
Venue
Internet Interventions
Publisher
Elsevier BV
Published
2024-06
Volume
36
Pages
100741
ISSN
2214-7829 (ISSN-L)
OpenAlex
W4394565915
Cited by
13
References
18
Citations by year
2026: 10 · 2025: 3
FWCI
5.32
Type
journal article
Language
en
Open access
Locations
  • Internet Interventions (publishedVersion, cc-by)
  • PubMed Central (publishedVersion, cc-by)
  • PubMed (publishedVersion)
  • KTH Publication Database DiVA (KTH Royal Institute of Technology) (submittedVersion, other-oa)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
Funders
Vetenskapsrådet (2018-)
Topics
  • Social Sciences › Psychology › Clinical Psychology › Perfectionism, Procrastination, Anxiety Studies
  • Social Sciences › Psychology › Applied Psychology › Digital Mental Health Interventions
  • Social Sciences › Psychology › Developmental and Educational Psychology › Student Stress and Coping
Keywords
procrastination, university students, single-session intervention, interactive website, Pure Procrastination Scale, self-assessment, physical activity, student mental health, academic performance

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