Effect of Cognitive-Behavioral-Theory-based Skill Training on Academic Procrastination Behaviors of University Students
Open accessAbstract
This study examined the effectiveness of a cognitive-behavioral theory (CBT) psycho-educational group program on the academic procrastination behaviors of university students and the persistence of any training effect. This was a quasi-experimental research based on an experimental and control group pretest, posttest, and followup test model. Twenty-six students participated in the research, with 13 each in the experimental and control groups. The Academic Procrastination Scale (APS), Melbourne Decision-Making Questionnaire I-II, Rosenbaum’s Learned Resourcefulness Scale, State-Trait Anxiety Inventory, and Beck Depression Inventory were administered for the synchronization of the two groups in the selection process. The APS was used to collect quantitative data from the participants. In the analysis of the quantitative data, analysis of covariance and t-test were used for statistical analyses. The qualitative data were collected via a general evaluation form of group processes, and thematic analysis was applied to the collected data. It was observed that CBT-based skill training decreased university students’ academic procrastination behaviors and had a long-term effect on the students.
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Psychotherapies have demonstrated significant effectiveness in reducing procrastination behaviors.
“Similarly, psychotherapies have demonstrated significant effectiveness in reducing procrastination behaviors as well [36,40,42,44].”
From ClearMind Workshop: An ACT-based Intervention Tailored for Academic Procrastination among Computing Students (2024) · cites this paper as [40]
Cites
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“…group’s ability to manage their academic procrastination and was based on CBT. Descriptive and experimental studies and suggestions from the academic procrastination literature were reviewed during the process of developing the group session contents (Burka & Yuen, 2008; Knaus, 2010; Steel, 2007).”
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“Studies stress the importance of developing cognitive, emotional/affective, and behavioral skills to cope with academic procrastination behaviors (Çakıcı 2003; Knaus, 2010; Solomon & Rothblum, 1984; Uzun Özer, 2010).”
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“…research reveals that the habits of procrastination can negatively affect students’ academic positions, life quality, and performance (Lee, 2005), and these habits can also lead to guilt, decreased confidence, and stress, eventually resulting in numerous diseases (Tice & Baumeister, 1997).”
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- Authors
- Toker, B., & Raşit, A. V. C. I.
- Affiliations
- Muğla University (TR)
- ORCID
- Raşit AVCI
- Venue
- Educational Sciences: Theory & Practice
- Published
- 2015
- ISSN
- 1303-0485 (ISSN-L)
- 2148-7561
- OpenAlex
- W2349863550
- Cited by
- 40
- References
- 10
- Citations by year
- 2026: 2 · 2025: 3 · 2024: 5 · 2023: 5 · 2022: 5 · 2021: 2 · 2020: 5 · 2019: 3 · 2018: 4 · 2017: 2 · 2016: 4
- FWCI
- 4.14
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Locations
- Educational Sciences Theory & Practice (publishedVersion)
- Muğla Sıtkı Koçman University Institutional Repository (submittedVersion, other-oa)
- Topics
- Social Sciences › Psychology › Clinical Psychology › Perfectionism, Procrastination, Anxiety Studies
- Social Sciences › Psychology › Developmental and Educational Psychology › Student Stress and Coping
- Social Sciences › Psychology › Clinical Psychology › Psychological Treatments and Assessments
- Keywords
- academic procrastination, cognitive behavioral therapy, university students, skills training, decision-making, learned resourcefulness, anxiety, depression
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