All experimental-group participants reported benefiting from the group and would recommend it¶
Claim · All claims
Evidence · 1 study · 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? All 13 experimental-group members reported gaining skills to manage academic procrastination and would suggest the group to friends. → 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
Qualitative GEFGP closed-ended responses from the 13 experimental-group members after eight sessions: all answered yes to gaining skills and to recommending the program; self-report only, no comparison group.
"all participants reported benefiting from the psycho-educational group experience by gaining skills to better manage their academic procrastination behaviors."
Discussion¶
Related Claims¶
- A CBT-based psycho-educational group program reduced university students' academic procrastination scores at posttest — related
- Participants reported cognitive, affective, and behavioral changes after the program, including reduced task-postponement and improved focus — related
- The training effect on academic procrastination persisted at a four-week follow-up — related
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