Procrastination is highly prevalent among students and associated with impaired academical performance and adverse psychological consequences. This study evaluates an existing cognitive-behavioral therapy (CBT) intervention in a modified format targeting procrastination, by focusing on factors of the Temporal Motivation Theory (i.e. Value, Expectancy, and Impulsivity). A randomized controlled trial was conducted with university students (N = 71) with self-reported procrastination issues, comparing an online intervention group with a wait-list control group. Results indicated a significant reduction in procrastination for the intervention group (Cohen's d = 1.09), replicating previous research. Improvements were noted in Value and Impulsivity, though Expectancy showed no significant change. Our findings suggest that factors of the TMT are impacted by the intervention, although the intervention might be mostly focused on changing behavioral strategies as compared to cognitive restructuring. Additionally, self-efficacy improved. No notable changes in overall well-being were observed. The findings further underscore the potential of CBT in mitigating procrastination for students and provide indications about potential working mechanisms of change. Further research is needed to isolate effective treatment components and their long-term impacts on academic and psychological outcomes.
Haas et al. (Wed,) studied this question.