The Effects of a Cognitive-Behavioural Intervention Against Procrastination in University Students
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2021-07-01
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en
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Procrastination is a dysfunctional behaviour experienced by many university students. Due to
negative consequences, such as low academic achievement and well-being, research has tried
finding the underlying causes of procrastination. The key contributing factors (expectancy,
value, impulsivity and delay) form the procrastination equation which is the core of the
Temporal Motivation Theory (TMT). Based on this, cognitive-behavioural therapies (CBT)
have been developed to reduce procrastination. Though effective, the intervention research so
far had considerable limitations.These included few randomized controlled trials (RCT) and
interventions with long durations and high drop-out rates. Thus, the current study adapted an
existing CBT intervention to examine its effectiveness in reducing procrastination and
enhancing well-being using an RCT. Seventy-one university students participated. They were
randomly assigned to an intervention (N = 37) or waiting-list condition (N = 34). By using the
Pure Procrastination Scale and the Warwick Edinburgh Mental Well-being Scale,
procrastination and well-being were assessed before and after the four-week-long
intervention/waiting period. As hypothesized, the results showed a significant time x group
interaction regarding procrastination, meaning that the intervention group had a stronger
decrease in procrastination from pre- to post-measurement than the control group. Contrary to
the hypothesis, such an interaction was not found for well-being, meaning that the
intervention was not effective in enhancing well-being. Nevertheless, this intervention turned
out to be successful in reducing procrastination, showed a low drop-out rate, and was of short
duration. This makes it cost-effective and therefore, after considering the limitations, it could
be used in university settings to assist students struggling with procrastination.
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Faculteit der Sociale Wetenschappen