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56 college students who procrastinated in studying were given either behavioral self-control training or a nondirective, attention-placebo control procedure. Experimental clients were exposed to training in either stimulus control, self-reinforcement, or a combination of the two. Half of these clients used self-punishment; half did not. Half were trained individually and half in groups of four. In terms of reported amount of study time and attitudes toward studying, experimental clients improved, whereas control clients did not. However, there were no significant differences among experimental subconditions. Neither control nor experimental conditions resulted in any significant change in over-all grade point average.
Ziesat et al. (1978) studied this question.