Developing University Students Coping Skills with Academic Procrastination Behavior: A Cognitive Behavioral Theory Based Psychoeducation Practice

Year 2023, , 728 - 743, 27.10.2023

Özlem Çakmak Tolan

https://doi.org/10.18009/jcer.1332329

Cited By: 1

An Erratum to this article was published on March 21, 2024. https://dergipark.org.tr/en/pub/jcer/issue/81579/1408768

Abstract

This study examined the effect of a psychoeducation program for coping with academic procrastination based on cognitive behavioral therapy on academic procrastination behaviors of university students. The "Academic Procrastination Scale" was used to determine students' academic procrastination behaviors. The research group consists of a total of 24 students. After identifying the participants, the researcher prepared an 8-session psychoeducation program with each session lasting 90 minutes on average. The non-parametric Mann Whitney-U test was used to determine whether there was a significant difference between the pre-test and post-test mean scores of the experimental and control groups. According to the results obtained from the study, it was seen that the psychoeducation program developed based on the cognitive behavioral approach was effective on the decrease in the academic procrastination behaviors of the university students in the experimental group.

Keywords

Academic procrastination, cognitive behavioral approach, psychoeducation

Ethical Statement

Ethical Committee Permission Information Name of the board that carries out ethical assessment: Dicle University Social and Humanities Scientific Research Ethics Board The date and number of the ethical assessment decision: 21.10.2022-379046

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