A Field Experimental Design of a Strengths-Based Training to Overcome Academic Procrastination: Short- and Long-Term Effect

Abstract

This study reports on the effect of a newly developed 4-week strengths-based training approach to overcome academic procrastination, given to first-year elementary teacher education students (N = 54). The training was based on a strengths-based approach, in which elements of the cognitive behavioral approach were also used. The purpose of the training was to promote awareness of the personal strengths of students who experience academic procrastination regularly and to teach them how to use their personal strengths in situations in which they usually tend to procrastinate. With a pretest-posttest control group design (two experimental groups: n = 31, control group: n = 23), the effect of the training on academic procrastination was studied after 1, 11, and 24 weeks. Results of a one-way analysis of covariance revealed a significant short-term effect of the training. In the long term (after 11 and 24 weeks), the scores for academic procrastination for the intervention groups remained stable, whereas the scores for academic procrastination for the control group decreased to the same level as those of the intervention groups. The findings of this study suggest that a strengths-based approach can be helpful to students at an early stage of their academic studies to initiate their individual process of dealing with academic procrastination. The findings for the long term show the importance of measuring the outcomes of an intervention not only shortly after the intervention but also in the long term. Further research is needed to find out how the short-term effect can be maintained in the long-term.

Differences in Learning Characteristics Between Students With High, Average, and Low Levels of Academic Procrastination: Students’ Views on Factors Influencing Their Learning

“…When students are aware of their character strengths in study situations in which the students experience negative feelings, the students can use these strengths to promote their belief in their capacities, which may help them overcome their procrastination behaviors. We implemented these ideas in a field experiment in which we trained procrastinators to overcome their procrastination ( Visser et al, 2017 ). This field experiment showed diminishing effects on academic procrastination behavior.…”

The Efficacy of Interventions Aimed at Reducing Procrastination: A Meta‐Analysis of Randomized Controlled Trials

“…The studies in the meta‐analysis showed positive effects across a range of intervention methods. Only one RCT, by Visser et al (), found no positive effect. This pattern of various types of interventions producing positive effects is consistent with the typical finding that two bona fide or similar interventions do not produce significantly different effects on procrastination (Blouin‐Hudon & Pychyl, ; Gieselmann & Pietrowsky, ; Glick & Orsillo, ; Gustavson & Miyake, ; Rice et al, ; Rozental et al, , ; Wright & Strong, ).…”

“…A few intervention studies have used less common methods in trying to decrease procrastination. For example, Visser, Schoonenboom, and Korthagen () encouraged participants to recognize and use their strengths to overcome procrastination. Wright and Strong () tested a paradoxical approach that involves encouraging participants to continue procrastinating to stimulate defiance that could result in reduced procrastination.…”

Writing group program reduces academic procrastination: a quasi-experimental study

“…This concept facilitated students to evaluate their strengths and to use it to overcome academic procrastination. Previous studies showed that a personal strengths-based approach was effective in overcoming academic procrastination [43,44]. Awareness toward personal strengths was crucial in evaluating students' current state of mind.…”