Acceptance and Commitment Training: A Brief Intervention to Reduce Procrastination Among College Students

“…The experiential avoidance is considered as the attempt to eliminate, control, or avoid unwanted experiences (26). Experiential avoidance and cognitive fusion play a significant role in academic procrastination (27). Doubts about self-efficacy and/or negative thoughts about a task, and fears of failure increase unpleasant feelings, so students tend to avoid them, delaying starting or finishing the task.…”

Section: Discussionmentioning

confidence: 99%

The Relationship Among Mindfulness, Acceptance, and Academic Procrastination in Students

Einabad

Roshan

et al. 2019

Zahedan J Res Med Sci

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Procrastination is considered as an avoidance by which students get rid of negative experiences such as anxiety, however, underlying mechanisms in this relationship are not fully known. While mindfulness and acceptance are correlated with procrastination and anxiety, to date, the role of mindfulness and acceptance in procrastination have not been fully studied. This study aims at investigating whether mindfulness and acceptance can increase the prediction of academic procrastination over and beyond trait anxiety. The statistical community was Shahed University. A total of 111 students were selected through cluster sampling method. They were assessed on different variables, including mindfulness (KIMS), acceptance (AAQ-II), anxiety (TAI), and procrastination (PASS). Data were analyzed in SPSS-23 using hierarchical regression. Results showed that there is a significant correlation between anxiety and procrastination. Furthermore, this study showed that acceptance and mindfulness did not contribute to the prediction of academic procrastination over and beyond trait anxiety. Non-acceptance of private experiences is one route to anxiety, which can lead to lack of persistence to avoid the tasks. Cultural differences may explain the findings.

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“…2 Indeed, several interventions have already been developed. Scent and Boes (2014), for example, describe a small-group intervention for procrastination based on the principles of Acceptance and Commitment Therapy (ACT) and consisting of three steps. Firstly, students were encouraged to take "time out" from the task in order to evaluate how their thoughts and feelings were contributing to their procrastination.…”

Section: Discussionmentioning

confidence: 99%

Ups and downs in mood and energy: Associations with academic outcomes in higher education

Bullock

2015

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Individual differences in mood and energy may affect academic outcomes in higher education. With little previous research investigating this relationship it is not known whether mood and energy traits help or hinder academic performance. The current study addresses this gap in the literature by investigating ups (high mood and energy) and downs (low mood and energy) in a small sample of University students in their first year of a psychology degree. The results suggest that low mood and energy traits may be detrimental to academic performance. High mood and energy traits however, were not associated with academic performance. Implications of the findings, in particular those regarding low mood and energy, are that, unlike the trait itself, the behaviours associated with the trait (e.g., procrastination, distraction, low motivation) are amenable to change through psychological interventions. Several of these interventions are discussed.

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Acceptance and Commitment Training: A Brief Intervention to Reduce Procrastination Among College Students

Cited by 48 publications

References 19 publications

Intervention to reduce procrastination in first-year students: Preliminary results from a Norwegian study

Intervention to reduce procrastination in first-year students: Preliminary results from a Norwegian study

The Relationship Among Mindfulness, Acceptance, and Academic Procrastination in Students

Ups and downs in mood and energy: Associations with academic outcomes in higher education

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