Claims

Participants reported cognitive, affective, and behavioral changes after the program, including reduced task-postponement and improved focus

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

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? Thematic analysis of GEFGP responses showed students mostly or sometimes made changes in procrastinating on tasks, correcting cognitive distortions, focusing on study, and managing challenges. → 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

Thematic analysis of experimental-group responses to GEFGP question 8 (before/after group experience). Table 5 shows, e.g., 12 members mostly postponed beginning tasks before the group versus 3 afterwards; changes were self-reported.

"overall, it can be said that they demonstrated these changes in terms of procrastinating on academic tasks, correcting cognitive distortions, and improving their ability to focus on studying and to manage challenges in general."

Discussion

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