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

Özlem Çakmak Tolan

doi:10.18009/jcer.1332329

EN TR

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

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

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

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

Primary Language

English

Subjects

Social and Humanities Education (Excluding Economics, Business and Management)

Journal Section

Research Article

Authors

Özlem Çakmak Tolan ^*
0000-0002-8128-6498
Türkiye

Early Pub Date

October 25, 2023

Publication Date

October 27, 2023

Submission Date

July 24, 2023

Acceptance Date

October 17, 2023

Published in Issue

Year 2023 Volume: 11 Number: 22

DOI

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

IZ

https://izlik.org/JA54UP43RU

APA

Çakmak Tolan, Ö. (2023). Developing University Students Coping Skills with Academic Procrastination Behavior: A Cognitive Behavioral Theory Based Psychoeducation Practice. Journal of Computer and Education Research, 11(22), 728-743. https://doi.org/10.18009/jcer.1332329

AMA

1.Çakmak Tolan Ö. Developing University Students Coping Skills with Academic Procrastination Behavior: A Cognitive Behavioral Theory Based Psychoeducation Practice. JCER. 2023;11(22):728-743. doi:10.18009/jcer.1332329

Chicago

Çakmak Tolan, Özlem. 2023. “Developing University Students Coping Skills With Academic Procrastination Behavior: A Cognitive Behavioral Theory Based Psychoeducation Practice”. Journal of Computer and Education Research 11 (22): 728-43. https://doi.org/10.18009/jcer.1332329.

EndNote

Çakmak Tolan Ö (October 1, 2023) Developing University Students Coping Skills with Academic Procrastination Behavior: A Cognitive Behavioral Theory Based Psychoeducation Practice. Journal of Computer and Education Research 11 22 728–743.

IEEE

[1]Ö. Çakmak Tolan, “Developing University Students Coping Skills with Academic Procrastination Behavior: A Cognitive Behavioral Theory Based Psychoeducation Practice”, JCER, vol. 11, no. 22, pp. 728–743, Oct. 2023, doi: 10.18009/jcer.1332329.

ISNAD

Çakmak Tolan, Özlem. “Developing University Students Coping Skills With Academic Procrastination Behavior: A Cognitive Behavioral Theory Based Psychoeducation Practice”. Journal of Computer and Education Research 11/22 (October 1, 2023): 728-743. https://doi.org/10.18009/jcer.1332329.

JAMA

1.Çakmak Tolan Ö. Developing University Students Coping Skills with Academic Procrastination Behavior: A Cognitive Behavioral Theory Based Psychoeducation Practice. JCER. 2023;11:728–743.

MLA

Çakmak Tolan, Özlem. “Developing University Students Coping Skills With Academic Procrastination Behavior: A Cognitive Behavioral Theory Based Psychoeducation Practice”. Journal of Computer and Education Research, vol. 11, no. 22, Oct. 2023, pp. 728-43, doi:10.18009/jcer.1332329.

Vancouver

1.Özlem Çakmak Tolan. Developing University Students Coping Skills with Academic Procrastination Behavior: A Cognitive Behavioral Theory Based Psychoeducation Practice. JCER. 2023 Oct. 1;11(22):728-43. doi:10.18009/jcer.1332329