A CBT-based psycho-educational group program reduced university students' academic procrastination scores at posttest¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? University students who participated in the CBT-based psycho-educational program showed significantly lower adjusted academic procrastination posttest means than the matched control group. → Betül Toker 2015

Evidence¶

Betül Toker 2015¶

Betül Toker, Raşit Avcı. (2015). Effect of Cognitive-Behavioral-Theory-based Skill Training on Academic Procrastination Behaviors of University Students. Educational Sciences: Theory & Practice. https://doi.org/10.12738/estp.2015.5.0077

q2 · i? · causal · r2

Quasi-experimental pretest–posttest study with matched-pair design; 13 experimental and 13 control students. ANCOVA on APS posttest adjusted means found the experimental group lower: "a statistically significant difference was found between the posttest adjusted means in favor of the control group" (F(1–23) = 10.223, p < .01).

"According to the results presented in Table 2, a statistically significant difference was found between the posttest adjusted means in favor of the control group [ F(1–23) = 10.223; p < .01]."

Discussion¶

Related Claims¶

• The training effect on academic procrastination persisted at a four-week follow-up — related
• All experimental-group participants reported benefiting from the group and would recommend it — related
• Participants reported cognitive, affective, and behavioral changes after the program, including reduced task-postponement and improved focus — related