Effects of a single session low-threshold digital intervention for procrastination behaviors among university students (Focus): Findings from a randomized controlled trial
Open accessAbstract
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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Cites
The qualitative content analysis process
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“We conducted an inductive content analysis (Elo and Kyng ¨ as, 2008) of the intervention group participants ’ open-ended responses describing their needs and how the intervention did or did not support them.”
MethodSteel, P. (2007) · Psychological bulletin · doi:10.1037/0033-2909.133.1.65 · Cited by 3,417 · cited 1× · see citing works
“Procrastination is often described as a self-regulatory failure (Fernie et al., 2017) and is defined as the irrational and voluntary delay of an intended course of action despite expecting to be worse off for the delay (Steel, 2007).”
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Kim, K. R., & Seo, E. H. (2015) · Personality and Individual Differences · doi:10.1016/j.paid.2015.02.038 · Cited by 786 · cited 1× · see citing works
“Academic procrastination can be seen as a within-person risk factor for academic difficulties, and procrastination has been shown to be negatively correlated with academic performance (Kim and Seo, 2015; Kljajic and Gaudreau, 2018).”
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“Procrastination has a negative impact on mental health and is associated with stress, symptoms of depression, and anxiety (Johansson et al., 2023; Beutel et al., 2016).”
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Irrational Delay Revisited: Examining Five Procrastination Scales in a Global Sample
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“Treatment-seeking intentions could also increase through the use of a proactive single session intervention, as was the case in Ebert et al. (Ebert et al., 2019) where a brief intervention embedded in a mental health survey used tailored psychoeducation and information about mental health resources…”
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Self-citationInternet-based cognitive—behavior therapy for procrastination: A randomized controlled trial.
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Procrastination and health: A longitudinal test of the roles of stress and health behaviours
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“These programs are delivered both in face-to-face and digital settings (iCBT), and both with and without additional support from a therapist (Rozental et al., 2015a; Rozental et al., 2018; Eckert et al., 2018; Gagnon et al., 2019; Lukas and Berking, 2018; Mutter et al., 2023).”
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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)
- PMC
- PMC11016779
- OpenAlex
- W4394565915
- Cited by
- 13
- References
- 18
- Citations by year
- 2026: 10 · 2025: 3
- FWCI
- 5.32
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- 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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