The training effect on academic procrastination persisted at a four-week follow-up¶
Claim · All claims
Evidence · 1 study (2 entries) · causalr2·q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? The experimental group's follow-up APS mean remained significantly lower than the control group's four weeks after the program ended. → Betül Toker 2015
q2 i? Within the experimental group, posttest and follow-up means did not differ significantly, indicating maintained gains. → Betül Toker 2015 (2)
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
Follow-up measurement obtained four weeks after the posttest in the same quasi-experimental study (n = 26). The experimental group's follow-up mean (44.09) was lower than the control group's (58.92): "a significant difference between the follow-up test means for the experimental group vs. control group".
"there was a significant difference between the follow-up test means for the experimental group vs. control group [t(24) = 3.439, p < .01]."
Betül Toker 2015 (2)¶
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
Within-group repeated-measures t-test in the same study found no significant difference between the experimental group's posttest and follow-up means, which the authors read as persistence of the training effect; equivalence was not tested.
"There was no significant difference between the posttest and follow-up test means [t (12) = 1.26, p > .05]"
Discussion¶
Related Claims¶
- A CBT-based psycho-educational group program reduced university students' academic procrastination scores at posttest — related
- Personality changes achieved through digital VPC interventions persist, remaining sustained or amplified at three-month and one-year follow-ups — related
- All experimental-group participants reported benefiting from the group and would recommend it — related
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