Skip to main content
Top
Gepubliceerd in:

22-04-2020

Efficacy of Cognitive Behaviour Therapy on Academic Procrastination Behaviours Among Students Enrolled in Physics, Chemistry and Mathematics Education (PCME)

Auteurs: Christian S. Ugwuanyi, Celina S. Gana, Chika C. Ugwuanyi, Dorothy N. Ezenwa, Ngozi M. Eya, Catherine U. Ene, Ngozi M. Nwoye, Damian C. Ncheke, Friday M. Adene, Moses O. Ede, Charity N. Onyishi, Victor O. Ossai

Gepubliceerd in: Journal of Rational-Emotive & Cognitive-Behavior Therapy | Uitgave 4/2020

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail

Abstract

This study assessed the efficacy of a CBT-based program in the reduction of undergraduate students’ academic procrastination behaviors. Pre-test post-test randomized control trial experimental design was adopted by the researchers for the study. Sixty-four (64) physics, chemistry and mathematics education undergraduate students who were drawn through proportionate stratified random sampling technique constituted the sample for the study. The students were randomly assigned to experimental (34) and control (30) groups. Procrastination Assessment Scale for Students (PASS) Academic Procrastination Behavior Scale (APBS) were used for data collection. PASS and APBS were properly validated by experts in test development and the internal consistency reliability indices of the items estimated as 0.78 and 0.83 respectively using Cronbach Alpha method. Before the commencement of the testing and treatment package, the researchers assured the participants of confidentiality of interactions and personal information as they work together in self-disclosure. Thereafter, pre-treatment assessment (pre-test) was conducted using the PASS and APBS in order to collect baseline data (Time 1). After that, the experimental group was exposed to 90 min of the CBT program twice a week for a period of 6-weeks. The treatment took place between September and November 2018. Post-test (Time 2) assessment was conducted 1 week after the last treatment session. Besides, a follow-up assessment was conducted after 2 months of the treatment (Time 3). Data collected were analyzed using repeated-measures analysis of variance. The findings of the study revealed that: the efficacy of cognitive behavior therapy on the reduction of academic procrastination among physics, chemistry and mathematics undergraduate students, was significant at posttest and follow-up measures. One of the implications of the findings is that if undergraduate students are not properly counseled, their procrastination behaviors will continue to increase. Based on the findings, it was recommended among others that Federal government or relevant education authorities should provide enough guidance counselors in the various institutions of higher learning who will assist in the counseling of the students on the dangers of academic procrastination using CBT.
Literatuur
go back to reference Akbay, S. E., & Gizir, C. A. (2010). Cinsiyete göre üniversite öğrencilerinde akademik erteleme davranışı: akademik güdülenme, akademik özyeterlik ve akademik yükleme stillerinin rolü. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 6(1), 60–78. Akbay, S. E., & Gizir, C. A. (2010). Cinsiyete göre üniversite öğrencilerinde akademik erteleme davranışı: akademik güdülenme, akademik özyeterlik ve akademik yükleme stillerinin rolü. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 6(1), 60–78.
go back to reference Akinsola, M. K., Tella, A., & Tella, A. (2007). Correlates of academic procrastination and mathematics achievement of university undergraduate students. Eurasia Journal of Mathematics, Science & Technology Education, 3(4), 363–370.CrossRef Akinsola, M. K., Tella, A., & Tella, A. (2007). Correlates of academic procrastination and mathematics achievement of university undergraduate students. Eurasia Journal of Mathematics, Science & Technology Education, 3(4), 363–370.CrossRef
go back to reference Balkıs, M., & Duru, E. (2007). The evaluation of the major characteristics and aspects of the procrastination in the framework of psychological counselingand guidance. Kuram ve Uygulamada Egitim Bilimleri, 7(1), 376. Balkıs, M., & Duru, E. (2007). The evaluation of the major characteristics and aspects of the procrastination in the framework of psychological counselingand guidance. Kuram ve Uygulamada Egitim Bilimleri, 7(1), 376.
go back to reference Balkıs, M., & Duru, E. (2012). Başarısızlık korkusu-benlik değeri ilişkisinde benlik saygısı ve erteleme eğiliminin doğrudan ve dolaylı rolleri. International Journal of Human Sciences [Online], 9(2), 1075–1093. Balkıs, M., & Duru, E. (2012). Başarısızlık korkusu-benlik değeri ilişkisinde benlik saygısı ve erteleme eğiliminin doğrudan ve dolaylı rolleri. International Journal of Human Sciences [Online], 9(2), 1075–1093.
go back to reference Beck, C. T. (2001). Predictors of postpartum depression: An update. Nursing Research, 50(5), 275–285.PubMedCrossRef Beck, C. T. (2001). Predictors of postpartum depression: An update. Nursing Research, 50(5), 275–285.PubMedCrossRef
go back to reference Burka, J. B., & Yuen, L. M. (2008). Procrastination: Why you do it, what to do about it now?. Cambridge, MA: Da Capo Press. Burka, J. B., & Yuen, L. M. (2008). Procrastination: Why you do it, what to do about it now?. Cambridge, MA: Da Capo Press.
go back to reference Cown, W. (Eds.). (n.d.) Procrastination and task avoidance: Theory, research and treatment (pp. 97–112). New York: Plenum. Cown, W. (Eds.). (n.d.) Procrastination and task avoidance: Theory, research and treatment (pp. 97–112). New York: Plenum.
go back to reference Dewitte, S., & Schouwenburg, H. C. (2002). Procrastination, temptations, and incentives: The struggle between the present and the future in procrastinators and the punctual. European Journal of Personality, 16(6), 469–489.CrossRef Dewitte, S., & Schouwenburg, H. C. (2002). Procrastination, temptations, and incentives: The struggle between the present and the future in procrastinators and the punctual. European Journal of Personality, 16(6), 469–489.CrossRef
go back to reference Dryden, W. (2009). Rational emotive behavior therapy: Distinctive features. London: Routledge. Dryden, W. (2009). Rational emotive behavior therapy: Distinctive features. London: Routledge.
go back to reference Elmer, D. (2000). Academic procrastination: Wasted time or informed delay? Research presented at Central States Communication Association Convention, Detroit, M1 in April 2000. Retrieved January 12, 2018 from www.Deniseelmer.htm. Elmer, D. (2000). Academic procrastination: Wasted time or informed delay? Research presented at Central States Communication Association Convention, Detroit, M1 in April 2000. Retrieved January 12, 2018 from www.​Deniseelmer.​htm.
go back to reference Essau, C. A., Ederer, E. M., O’Callaghan, J., & Aschemann, B. (2008). Doing it now or later? Correlates, predictors and prevention of academic, decisional and general procrastination among students in Austria. A poster presentation at the presentation at the 8th Alps-Adria psychology conference, October 2–4, Ljubljana, Slovenia. Essau, C. A., Ederer, E. M., O’Callaghan, J., & Aschemann, B. (2008). Doing it now or later? Correlates, predictors and prevention of academic, decisional and general procrastination among students in Austria. A poster presentation at the presentation at the 8th Alps-Adria psychology conference, October 2–4, Ljubljana, Slovenia.
go back to reference Faul, M., Wald, M. M., Rutland-Brown, W., Sullivent, E. E., & Sattin, R. W. (2007). Using a cost-benefit analysis to estimate outcomes of a clinical treatment guideline: testing the Brain Trauma Foundation guidelines for the treatment of severe traumatic brain injury. Journal of Trauma and Acute Care Surgery, 63(6), 1271–1278.CrossRef Faul, M., Wald, M. M., Rutland-Brown, W., Sullivent, E. E., & Sattin, R. W. (2007). Using a cost-benefit analysis to estimate outcomes of a clinical treatment guideline: testing the Brain Trauma Foundation guidelines for the treatment of severe traumatic brain injury. Journal of Trauma and Acute Care Surgery, 63(6), 1271–1278.CrossRef
go back to reference Fee, R. L., & Tangney, J. P. (2000). Procrastination: A means of avoiding shame or guilt? Journal of Social Behavior and Personality, 15(5), 167. Fee, R. L., & Tangney, J. P. (2000). Procrastination: A means of avoiding shame or guilt? Journal of Social Behavior and Personality, 15(5), 167.
go back to reference Ferrari, J. (2001). Procrastination as self-regulation failure of performance: Effects of cognitive load, self-awareness and time limits on ‘working best under pressure’. European Journal of Personality, 15, 391–406.CrossRef Ferrari, J. (2001). Procrastination as self-regulation failure of performance: Effects of cognitive load, self-awareness and time limits on ‘working best under pressure’. European Journal of Personality, 15, 391–406.CrossRef
go back to reference Ferrari, J. R., & Pychyl, T. A. (Eds.). (2000). Procrastination: Current Issues and New Directions. Select Press. Ferrari, J. R., & Pychyl, T. A. (Eds.). (2000). Procrastination: Current Issues and New Directions. Select Press.
go back to reference Gallagher, S. A., Stepien, W. J., & Rosenthal, H. (1992). The effects of problem-based learning on problem solving. Gifted Child Quarterly, 36(4), 195–200.CrossRef Gallagher, S. A., Stepien, W. J., & Rosenthal, H. (1992). The effects of problem-based learning on problem solving. Gifted Child Quarterly, 36(4), 195–200.CrossRef
go back to reference Glick, D. M., Millstein, D. J., & Orsillo, S. M. (2014). A preliminary investigation of the role of psychological inflexibility in academic procrastination. Journal of Contextual Behavioral Science, 3(2), 81–88.CrossRef Glick, D. M., Millstein, D. J., & Orsillo, S. M. (2014). A preliminary investigation of the role of psychological inflexibility in academic procrastination. Journal of Contextual Behavioral Science, 3(2), 81–88.CrossRef
go back to reference Horebeek, W. V., Michielsen, S., Neyskens, A., & Depreeuw, E. (2004). A cognitive-behavioral approach in group treatment of procrastinators in an academic setting. Horebeek, W. V., Michielsen, S., Neyskens, A., & Depreeuw, E. (2004). A cognitive-behavioral approach in group treatment of procrastinators in an academic setting.
go back to reference Kağan, M. (2010). Akılcı duygusal-davranışsal yaklaşıma dayalı akademik erteleme davranışını önleme programının etkililiğinin değerlendirilmesi (Doctoral dissertation, Ankara University, Ankara, Turkey). Retrieved March 3, 2018 from https://tez.yok.gov.tr/UlusalTezMerkezi. Kağan, M. (2010). Akılcı duygusal-davranışsal yaklaşıma dayalı akademik erteleme davranışını önleme programının etkililiğinin değerlendirilmesi (Doctoral dissertation, Ankara University, Ankara, Turkey). Retrieved March 3, 2018 from https://​tez.​yok.​gov.​tr/​UlusalTezMerkezi​.
go back to reference Kirst-Ashman, K. K., & Hull, G. H., Jr. (2016). Empowerment series: Generalist practice with organizations and communities. Cengage Learning, 67. ISBN 978-1-305-94329-2. Kirst-Ashman, K. K., & Hull, G. H., Jr. (2016). Empowerment series: Generalist practice with organizations and communities. Cengage Learning, 67. ISBN 978-1-305-94329-2.
go back to reference Knaus, W. (2010). End procrastination now! Get it done with a proven psychological approach. New York, NY: McCraw Hill. Knaus, W. (2010). End procrastination now! Get it done with a proven psychological approach. New York, NY: McCraw Hill.
go back to reference Laziness: Fact or Fiction? Retrieved 23 November 2016. Laziness: Fact or Fiction? Retrieved 23 November 2016.
go back to reference Lay, C. H. (1986). At last, my research article on procrastination. Journal of Research in Personality, 20(4), 474–495.CrossRef Lay, C. H. (1986). At last, my research article on procrastination. Journal of Research in Personality, 20(4), 474–495.CrossRef
go back to reference Lay, C. (1995). Trait procrastination, agitation, dejection and self-discrepency. Journal of College Student Development, 33, 301–309. Lay, C. (1995). Trait procrastination, agitation, dejection and self-discrepency. Journal of College Student Development, 33, 301–309.
go back to reference Lee, E. (2005). The relationship of motivation and flow experience to academic procrastination in university students. The Journal of Genetic Psychology, 166(1), 5–14.PubMedCrossRef Lee, E. (2005). The relationship of motivation and flow experience to academic procrastination in university students. The Journal of Genetic Psychology, 166(1), 5–14.PubMedCrossRef
go back to reference Milgram, N., Marshevsky, S., & Sadeh, C. (1995). Correlates of academic procrastination: Discomfort, task aversiveness, and task capability. The Journal of psychology, 129(2), 145–155.PubMedCrossRef Milgram, N., Marshevsky, S., & Sadeh, C. (1995). Correlates of academic procrastination: Discomfort, task aversiveness, and task capability. The Journal of psychology, 129(2), 145–155.PubMedCrossRef
go back to reference Özer, A., & Altun, E. (2011). Üniversite öğrencilerinin akademik erteleme nedenleri. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 11(21), 45–72. Özer, A., & Altun, E. (2011). Üniversite öğrencilerinin akademik erteleme nedenleri. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 11(21), 45–72.
go back to reference Pychyl, T. A., & Binder, K. (2004). A project-analytic perspective on academic procrastination and intervention. Pychyl, T. A., & Binder, K. (2004). A project-analytic perspective on academic procrastination and intervention.
go back to reference Pychyl, T. A., Lee, J. M., Thibodeau, R., & Blunt, A. (2000). Five days of emotion: An experience sampling study of undergraduate student procrastination. Journal of Social Behavior and Personality, 15(5), 239. Pychyl, T. A., Lee, J. M., Thibodeau, R., & Blunt, A. (2000). Five days of emotion: An experience sampling study of undergraduate student procrastination. Journal of Social Behavior and Personality, 15(5), 239.
go back to reference Schraw, G., Wadkins, T., & Olafson, L. (2007). Doing the things we do: A grounded theory of academic procrastination. Journal of Educational Psychology, 99, 12–25.CrossRef Schraw, G., Wadkins, T., & Olafson, L. (2007). Doing the things we do: A grounded theory of academic procrastination. Journal of Educational Psychology, 99, 12–25.CrossRef
go back to reference Schubert, W., Lilly, J., Donald, W., & Stewart, D. W. (2000). Overcoming the powerlessness of procrastination. Guidance and Counseling, 16(1), 39–43. Schubert, W., Lilly, J., Donald, W., & Stewart, D. W. (2000). Overcoming the powerlessness of procrastination. Guidance and Counseling, 16(1), 39–43.
go back to reference Shah, A. S. (2000). Exploring the world of English: A practical course in composition. Lahore: Markazi Kutub Khana. Shah, A. S. (2000). Exploring the world of English: A practical course in composition. Lahore: Markazi Kutub Khana.
go back to reference Stead, R., Shanahan, M. J., & Neufeld, R. W. J. (2010). I’ll go to therapy, eventually: Procrastination, stress and mental health. Personality and Individual Differences, 49, 175–180.CrossRef Stead, R., Shanahan, M. J., & Neufeld, R. W. J. (2010). I’ll go to therapy, eventually: Procrastination, stress and mental health. Personality and Individual Differences, 49, 175–180.CrossRef
go back to reference Tice, D. M., & Baumeister, R. F. (1997). Longitudinal study of procrastination, performance, stress, and health: The costs and benefits of dawdling. Psychological Science, 8, 454–458.CrossRef Tice, D. M., & Baumeister, R. F. (1997). Longitudinal study of procrastination, performance, stress, and health: The costs and benefits of dawdling. Psychological Science, 8, 454–458.CrossRef
go back to reference Toker, B., & Avcı, R. (2015). Effect of cognitive-behavioral-theory-based skill training on academic procrastination behaviors of university students. Educational Sciences: Theory & Practice, 15(5), 1157–1168. Toker, B., & Avcı, R. (2015). Effect of cognitive-behavioral-theory-based skill training on academic procrastination behaviors of university students. Educational Sciences: Theory & Practice, 15(5), 1157–1168.
go back to reference Uzun, B. (2005). Academic procrastination: Prevalence, self-reported reasons, gender difference and it’s relation with academic achievement (Master’s thesis, Middle East Technical University, Ankara, Turkey). Retrieved January 12, 2018 from https://tez.yok.gov.tr/UlusalTezMerkezi. Uzun, B. (2005). Academic procrastination: Prevalence, self-reported reasons, gender difference and it’s relation with academic achievement (Master’s thesis, Middle East Technical University, Ankara, Turkey). Retrieved January 12, 2018 from https://​tez.​yok.​gov.​tr/​UlusalTezMerkezi​.
go back to reference Williams, J. G., Stark, S. K., & Foster, E. E. (2008). Start today or the very last day? The relationships among self-compassion, motivation, and procrastination. American Journal of Psychological Research. Williams, J. G., Stark, S. K., & Foster, E. E. (2008). Start today or the very last day? The relationships among self-compassion, motivation, and procrastination. American Journal of Psychological Research.
Metagegevens
Titel
Efficacy of Cognitive Behaviour Therapy on Academic Procrastination Behaviours Among Students Enrolled in Physics, Chemistry and Mathematics Education (PCME)
Auteurs
Christian S. Ugwuanyi
Celina S. Gana
Chika C. Ugwuanyi
Dorothy N. Ezenwa
Ngozi M. Eya
Catherine U. Ene
Ngozi M. Nwoye
Damian C. Ncheke
Friday M. Adene
Moses O. Ede
Charity N. Onyishi
Victor O. Ossai
Publicatiedatum
22-04-2020
Uitgeverij
Springer US
Gepubliceerd in
Journal of Rational-Emotive & Cognitive-Behavior Therapy / Uitgave 4/2020
Print ISSN: 0894-9085
Elektronisch ISSN: 1573-6563
DOI
https://doi.org/10.1007/s10942-020-00350-7

Andere artikelen Uitgave 4/2020

Journal of Rational-Emotive & Cognitive-Behavior Therapy 4/2020 Naar de uitgave