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

Yıl 2023, Cilt: 11 Sayı: 22, 728 - 743, 27.10.2023

Özlem Çakmak Tolan

https://doi.org/10.18009/jcer.1332329
Bu makale için 21 Mart 2024 tarihinde bir düzeltme yayımlandı. https://dergipark.org.tr/tr/pub/jcer/issue/81579/1408768

Öz

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.

Anahtar Kelimeler

Academic procrastination cognitive behavioral approach psychoeducation

Etik Beyan

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

Kaynakça

  • Alpar, R. (2014). Spor sağlık ve eğitim bilimlerinden örneklerle uygulamalı istatistik ve geçerlik güvenirlik [Applied statistics and validity and reliability with examples from sports, health and education sciences]. Ankara: Detay Yayıncılık.
  • Balkıs, M. (2013). Academic procrastination, academic life satisfaction and academic achievement: The mediation role of rational beliefs about studying. Journal Cognitive and Behavioral Psychotherapies, 13 (1), 57–74.
  • Balkis, M., Duru, E., & Bulus, M. (2013). Analysis of the relation between academic procrastination, academic rational/irrational beliefs, time preferences to study for exams, and academic achievement: a structural model. European Journal of Psychology of Education, 28, 825-839.
  • Binder, K. (2000). The effect of an academic procrastination treatment on student procrastination and subjective well-being. (Unpublished Master's Thesis), Canada, Carleton University.
  • Burka, J. B., & Yuen, L. M. (2008). Procrastination: Why you do it, what to do about it. Cambridge, MA: Da Capo Press.
  • Büyüköztürk, Ş. (2007). Deneysel desenler [Experimental patterns]. Ankara: Pegem A Yayıncılık.
  • Corey, M. S., Corey, G., & Corey, C. (2016). Psikolojik danışmada gruplar: Süreç ve uygulamalar [Groups in psychological counseling: Process and practices]. (F. Aysan, S. Balcı Çelik ve A. Uz Baş, Çev.). Ankara: Nobel Yayıncılık.
  • Çakıcı, D. Ç. (2003). Lise ve üniversite öğrencilerinde genel erteleme ve akademik erteleme davranışının incelenmesi [Examining general procrastination and academic procrastination behavior in high school and university students].(Yayınlanmamış yüksek lisans tezi), Ankara Üniversitesi, Ankara.
  • Demirci, İ. & Erden, S. (2016). Bilişsel davranışçı yaklaşıma dayalı grupla psikolojik danışma uygulamasının 8. sınıf öğrencilerinin sınav kaygısına etkisi [The effect of group psychological counseling based on cognitive behavioral approach on test anxiety of 8th grade students]. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 43 (43), 67-83.
  • Dewitte, S. & Schouwenburg, H. (2002). Procrastination, temptation and incentives: The struggle between the present and the future in procrastination and the punctual. European Journal of Personality, 16, 469-489.
  • Ferrari, J. R., Johnson, J. L., & McCown, W. G. (1995). Procrastination and task avoidance: Theory, research, and treatment. Springer Science & Business Media.
  • Ferrari, J. R., & Díaz-Morales, J. F. (2007). Perceptions of selfconcept and self-presentation by procastinators: Further evidence. The Spanish Journal of Psychology, 10 ( 1), 91-96.
  • Ferrari, J. R., O'Callaghan, J., & Newbegin, I. (2005). Prevalence of procrastination in the United States, United Kingdom, and Australia: arousal and avoidance delays among adults. North American Journal of Psychology, 7(1), 1-6.
  • Flett, G. L., Stainton, M., Hewitt, P. L., Sherry, S. B., & Lay, C. (2012). Procrastination automatic thoughts as a personality construct: An analysis of the procrastinatory cognitions inventory. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 30 (4), 223–236.
  • Gedik, Z., Gökkaya, F. & Tekinsav Sütcü, S. (2018). Kaygılı çocuklara yönelik okul temelli bir bilişsel davranışçı grup terapisi programının etkililiği: Pilot bir çalışma [Effectiveness of a school-based cognitive behavioral group therapy program for anxious children: A pilot study]. Uludağ Üniversitesi Fen-Edebiyat Fakültesi Sosyal Bilimler Dergisi, C. 19, S. 34, s. 91-121. DOI: 10.21550/sosbilder.336670
  • Hammer, C. A. & Ferrari, J. R. (2002). Differential incidence of procrastination between blue and white-collar workers. Current Psychology, 21, 333-338.
  • Horebeek, W. v., Michielsen, S., Neyskens, A., & Depreeuw, E. (2004). A cognitive-behavioral approach in group treatment of procrastinators in an academic setting. In H. C. Schouwenburg, C. H. Lay, T. A. Pychyl, & J. R. Ferrari (Eds.), Counseling the procrastinator in academic settings (pp. 105–118). American Psychological Association.
  • Kağan, M. (2010). Akılcı duygusal-davranışsal yaklaşıma dayalı akademik erteleme davranışını önleme programının etkililiğinin değerlendirilmesi [Evaluation of the effectiveness of an academic procrastination prevention program based on a rational emotional-behavioral approach]. (Yayınlanmamış Doktora tezi). Ankara Üniversitesi, Ankara.
  • Karataş, Z. (2009). Bilişsel davranışçı teknikler kullanılarak yapılan öfke yönetimi programının ergenlerin saldırganlığını azaltmadaki etkisi [The effect of anger management program using cognitive behavioral techniques in reducing adolescents' aggression]. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 26, 12-24.
  • Klingsieck, K. B. (2013). Procrastination in different life-domains: Is procrastination domain specific? Current Psychology, 32 (2), 175–185.
  • Knaus, W. (2010). End procrastination now! Get it done with a proven psychological approach. McCraw Hill, New York.
  • Lukens, E. P. & McFarlane, W. R. (2004). Psychoeducation as evidence-based practice: considerations for practice, research, and policy. Brief Treatment and Crisis Intervention, 4 (3), 205–225. https://doi.org/10.1093/brief-treatment/mhh019
  • McCown, W. & Johnson, J. (1991). Personality and chronic procrastination by university students during an academic examination period. Personality and Individual Differences, 12 (5), 413-415.
  • Neenan, M. (2008). Tackling procrastination: An REBT perspective for coaches. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 26, 53–62.
  • Ossebaard, M. E., Oost, H. A., van den Heuvel, S. & Ossebaard, C. A. (2006). The effect of a positive psychological intervention on academic procrastination. Http://Www.I2l.Nl/Pdf/4ArticleMHS.Pdf., 1–35
  • Pychyl, T. A. & Binder, K. (2004). A Project-analytic perspective on academic procrastination and intervention. In H. C. Schouwenburg, C. H. Lay, T. A. Pychyl, & J. R. Ferrari (Eds.), Counseling the procrastinator in academic settings (pp. 149–165). American Psychological Association. https://doi.org/10.1037/10808-011
  • Pychyl, T. A. & Flett, G. L. (2012). Procrastination and self-regulatory failure: An introduction to the special issue. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 30 (4), 203–212.
  • Rothblum, E. D., Solomon, L. J., & Murakami, J. (1986). Affective, cognitive, and behavioral differences between high and low procrastinators. Journal of Counseling Psychology, 33 (4), 387.
  • Qiu, Y. F. (2008). A cognitive-behavioral group intervention for collegiate academic procrastination. (Unpublished master’s thesis). East China Normal University, Shanghai.
  • Scher, S. J. & Osterman, N. M. (2002). Procrastination, conscientiousness, anxiety, and goals: Exploring the measurement and correlates of procrastination among school‐aged children. Psychology in the Schools, 39 (4), 385-398.
  • Schubert Walker, L. J. & Stewart, D. W. (2000). Overcoming the powerlessness of procrastination. Guidance and Counseling, 16 (1), 39–43.
  • Senecal, C., Koestner, R., & Vallerand, R. J. (1995). Self-regulation and academic procrastination. Journal of Social Psychology, 135, 607–619.
  • Solomon, L. J., & Rothblum, E. D. (1984). Academic procrastination: Frequency and cognitive-behavioral correlates. Journal of Counseling Psychology, 31(4), 503.
  • Steel, P. (2007). The nature of procrastination: a meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133 (1), 65.
  • Tabachnick, B. G. & Fidell, L. S. (2013). Using multivariate statistics. Boston: MA Pearson.
  • Toker, B. (2014). Bilişsel davranışçı kurama dayalı olarak geliştirilen akademik erteleme davranışıyla baş etme beceri eğitimi psikoeğitim grup yaşantısının üniversite öğrencilerinin akademik erteleme davranışlarına etkisi [The effect of psychoeducational group experience on coping with academic procrastination behavior, developed based on cognitive behavioral theory, on academic procrastination behavior of university students]. (Yayınlanmamış Yüksek lisans tezi), Muğla Sıtkı Koçman Üniversitesi, Muğla.
  • Walker, L. S. (2004). Overcoming the patterns of powerlessness that lead to procrastination. In H.C. Schouwenburg, C. H. Lay, T. A. Pychyl, & J. R. Ferrari (Eds.), Counseling the procrastinator in academic settings. Washington, DC: American Psychological Association.
  • Wolters, C. A. (2003). Understanding procrastination from a self-regulated learning perspective. Journal of Educational Psychology, 95 (1), 179.
  • Yalom, I. D. (1995). The theory and practice of group psychotherapy (4.bs.). New York: Basic Books.

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

Yıl 2023, Cilt: 11 Sayı: 22, 728 - 743, 27.10.2023

Özlem Çakmak Tolan

https://doi.org/10.18009/jcer.1332329
Bu makale için 21 Mart 2024 tarihinde bir düzeltme yayımlandı. https://dergipark.org.tr/tr/pub/jcer/issue/81579/1408768

Öz

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.

Anahtar Kelimeler

Academic procrastination cognitive behavioral approach psychoeducation

Kaynakça

  • Alpar, R. (2014). Spor sağlık ve eğitim bilimlerinden örneklerle uygulamalı istatistik ve geçerlik güvenirlik [Applied statistics and validity and reliability with examples from sports, health and education sciences]. Ankara: Detay Yayıncılık.
  • Balkıs, M. (2013). Academic procrastination, academic life satisfaction and academic achievement: The mediation role of rational beliefs about studying. Journal Cognitive and Behavioral Psychotherapies, 13 (1), 57–74.
  • Balkis, M., Duru, E., & Bulus, M. (2013). Analysis of the relation between academic procrastination, academic rational/irrational beliefs, time preferences to study for exams, and academic achievement: a structural model. European Journal of Psychology of Education, 28, 825-839.
  • Binder, K. (2000). The effect of an academic procrastination treatment on student procrastination and subjective well-being. (Unpublished Master's Thesis), Canada, Carleton University.
  • Burka, J. B., & Yuen, L. M. (2008). Procrastination: Why you do it, what to do about it. Cambridge, MA: Da Capo Press.
  • Büyüköztürk, Ş. (2007). Deneysel desenler [Experimental patterns]. Ankara: Pegem A Yayıncılık.
  • Corey, M. S., Corey, G., & Corey, C. (2016). Psikolojik danışmada gruplar: Süreç ve uygulamalar [Groups in psychological counseling: Process and practices]. (F. Aysan, S. Balcı Çelik ve A. Uz Baş, Çev.). Ankara: Nobel Yayıncılık.
  • Çakıcı, D. Ç. (2003). Lise ve üniversite öğrencilerinde genel erteleme ve akademik erteleme davranışının incelenmesi [Examining general procrastination and academic procrastination behavior in high school and university students].(Yayınlanmamış yüksek lisans tezi), Ankara Üniversitesi, Ankara.
  • Demirci, İ. & Erden, S. (2016). Bilişsel davranışçı yaklaşıma dayalı grupla psikolojik danışma uygulamasının 8. sınıf öğrencilerinin sınav kaygısına etkisi [The effect of group psychological counseling based on cognitive behavioral approach on test anxiety of 8th grade students]. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 43 (43), 67-83.
  • Dewitte, S. & Schouwenburg, H. (2002). Procrastination, temptation and incentives: The struggle between the present and the future in procrastination and the punctual. European Journal of Personality, 16, 469-489.
  • Ferrari, J. R., Johnson, J. L., & McCown, W. G. (1995). Procrastination and task avoidance: Theory, research, and treatment. Springer Science & Business Media.
  • Ferrari, J. R., & Díaz-Morales, J. F. (2007). Perceptions of selfconcept and self-presentation by procastinators: Further evidence. The Spanish Journal of Psychology, 10 ( 1), 91-96.
  • Ferrari, J. R., O'Callaghan, J., & Newbegin, I. (2005). Prevalence of procrastination in the United States, United Kingdom, and Australia: arousal and avoidance delays among adults. North American Journal of Psychology, 7(1), 1-6.
  • Flett, G. L., Stainton, M., Hewitt, P. L., Sherry, S. B., & Lay, C. (2012). Procrastination automatic thoughts as a personality construct: An analysis of the procrastinatory cognitions inventory. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 30 (4), 223–236.
  • Gedik, Z., Gökkaya, F. & Tekinsav Sütcü, S. (2018). Kaygılı çocuklara yönelik okul temelli bir bilişsel davranışçı grup terapisi programının etkililiği: Pilot bir çalışma [Effectiveness of a school-based cognitive behavioral group therapy program for anxious children: A pilot study]. Uludağ Üniversitesi Fen-Edebiyat Fakültesi Sosyal Bilimler Dergisi, C. 19, S. 34, s. 91-121. DOI: 10.21550/sosbilder.336670
  • Hammer, C. A. & Ferrari, J. R. (2002). Differential incidence of procrastination between blue and white-collar workers. Current Psychology, 21, 333-338.
  • Horebeek, W. v., Michielsen, S., Neyskens, A., & Depreeuw, E. (2004). A cognitive-behavioral approach in group treatment of procrastinators in an academic setting. In H. C. Schouwenburg, C. H. Lay, T. A. Pychyl, & J. R. Ferrari (Eds.), Counseling the procrastinator in academic settings (pp. 105–118). American Psychological Association.
  • Kağan, M. (2010). Akılcı duygusal-davranışsal yaklaşıma dayalı akademik erteleme davranışını önleme programının etkililiğinin değerlendirilmesi [Evaluation of the effectiveness of an academic procrastination prevention program based on a rational emotional-behavioral approach]. (Yayınlanmamış Doktora tezi). Ankara Üniversitesi, Ankara.
  • Karataş, Z. (2009). Bilişsel davranışçı teknikler kullanılarak yapılan öfke yönetimi programının ergenlerin saldırganlığını azaltmadaki etkisi [The effect of anger management program using cognitive behavioral techniques in reducing adolescents' aggression]. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 26, 12-24.
  • Klingsieck, K. B. (2013). Procrastination in different life-domains: Is procrastination domain specific? Current Psychology, 32 (2), 175–185.
  • Knaus, W. (2010). End procrastination now! Get it done with a proven psychological approach. McCraw Hill, New York.
  • Lukens, E. P. & McFarlane, W. R. (2004). Psychoeducation as evidence-based practice: considerations for practice, research, and policy. Brief Treatment and Crisis Intervention, 4 (3), 205–225. https://doi.org/10.1093/brief-treatment/mhh019
  • McCown, W. & Johnson, J. (1991). Personality and chronic procrastination by university students during an academic examination period. Personality and Individual Differences, 12 (5), 413-415.
  • Neenan, M. (2008). Tackling procrastination: An REBT perspective for coaches. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 26, 53–62.
  • Ossebaard, M. E., Oost, H. A., van den Heuvel, S. & Ossebaard, C. A. (2006). The effect of a positive psychological intervention on academic procrastination. Http://Www.I2l.Nl/Pdf/4ArticleMHS.Pdf., 1–35
  • Pychyl, T. A. & Binder, K. (2004). A Project-analytic perspective on academic procrastination and intervention. In H. C. Schouwenburg, C. H. Lay, T. A. Pychyl, & J. R. Ferrari (Eds.), Counseling the procrastinator in academic settings (pp. 149–165). American Psychological Association. https://doi.org/10.1037/10808-011
  • Pychyl, T. A. & Flett, G. L. (2012). Procrastination and self-regulatory failure: An introduction to the special issue. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 30 (4), 203–212.
  • Rothblum, E. D., Solomon, L. J., & Murakami, J. (1986). Affective, cognitive, and behavioral differences between high and low procrastinators. Journal of Counseling Psychology, 33 (4), 387.
  • Qiu, Y. F. (2008). A cognitive-behavioral group intervention for collegiate academic procrastination. (Unpublished master’s thesis). East China Normal University, Shanghai.
  • Scher, S. J. & Osterman, N. M. (2002). Procrastination, conscientiousness, anxiety, and goals: Exploring the measurement and correlates of procrastination among school‐aged children. Psychology in the Schools, 39 (4), 385-398.
  • Schubert Walker, L. J. & Stewart, D. W. (2000). Overcoming the powerlessness of procrastination. Guidance and Counseling, 16 (1), 39–43.
  • Senecal, C., Koestner, R., & Vallerand, R. J. (1995). Self-regulation and academic procrastination. Journal of Social Psychology, 135, 607–619.
  • Solomon, L. J., & Rothblum, E. D. (1984). Academic procrastination: Frequency and cognitive-behavioral correlates. Journal of Counseling Psychology, 31(4), 503.
  • Steel, P. (2007). The nature of procrastination: a meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133 (1), 65.
  • Tabachnick, B. G. & Fidell, L. S. (2013). Using multivariate statistics. Boston: MA Pearson.
  • Toker, B. (2014). Bilişsel davranışçı kurama dayalı olarak geliştirilen akademik erteleme davranışıyla baş etme beceri eğitimi psikoeğitim grup yaşantısının üniversite öğrencilerinin akademik erteleme davranışlarına etkisi [The effect of psychoeducational group experience on coping with academic procrastination behavior, developed based on cognitive behavioral theory, on academic procrastination behavior of university students]. (Yayınlanmamış Yüksek lisans tezi), Muğla Sıtkı Koçman Üniversitesi, Muğla.
  • Walker, L. S. (2004). Overcoming the patterns of powerlessness that lead to procrastination. In H.C. Schouwenburg, C. H. Lay, T. A. Pychyl, & J. R. Ferrari (Eds.), Counseling the procrastinator in academic settings. Washington, DC: American Psychological Association.
  • Wolters, C. A. (2003). Understanding procrastination from a self-regulated learning perspective. Journal of Educational Psychology, 95 (1), 179.
  • Yalom, I. D. (1995). The theory and practice of group psychotherapy (4.bs.). New York: Basic Books.
Toplam 39 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Sosyal ve Beşeri Bilimler Eğitimi (Ekonomi, İşletme ve Yönetim Hariç)
Bölüm Araştırma Makalesi
Yazarlar

Özlem Çakmak Tolan 0000-0002-8128-6498

Erken Görünüm Tarihi 25 Ekim 2023
Yayımlanma Tarihi 27 Ekim 2023
Gönderilme Tarihi 24 Temmuz 2023
Kabul Tarihi 17 Ekim 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 11 Sayı: 22

Kaynak Göster

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
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