Effect of Cognitive-Behavioral-Theory-based Skill Training on Academic Procrastination Behaviors of University Students

Abstract

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 follow-up 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.