Effect of Cognitive-Behavioral-Theory-Based Skill Training on Academic Procrastination Behaviors of University Students

Autor/inn/en	Toker, Betül; Avci, Rasit
Titel	Effect of Cognitive-Behavioral-Theory-Based Skill Training on Academic Procrastination Behaviors of University Students
Quelle	In: Educational Sciences: Theory and Practice, 15 (2015) 5, S.1157-1168 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1303-0485
Schlagwörter	Cognitive Restructuring; Behavior Modification; Pretests Posttests; Experimental Groups; Control Groups; Depression (Psychology); Measures (Individuals); Anxiety; Likert Scales; Statistical Analysis; Qualitative Research; Student Behavior; College Students; Study Skills; Time Management; Teaching Methods; Psychoeducational Methods; Outcomes of Education; Coping; Foreign Countries; Quasiexperimental Design; Turkey; Beck Depression Inventory; State Trait Anxiety Inventory + Suchen Sie Ihr Suchwort? Behaviour modification; Verhaltensänderung; Messdaten; Angst; Likert-Skala; Statistische Analyse; Qualitative Forschung; Student behaviour; Schülerverhalten; Collegestudent; Studientechnik; Zeitmanagement; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Bewältigung; Ausland; Türkei
Abstract	This study examined the effectiveness of a cognitive-behavioral theory (CBT) psycho-educational group program on the academic procrastination behaviors of university students and the persistence of any training effect. This was a quasi-experimental research based on an experimental and control group pretest, posttest, and followup test model. Twenty-six students participated in the research, with 13 each in the experimental and control groups. The Academic Procrastination Scale (APS), Melbourne Decision-Making Questionnaire I-II, Rosenbaum's Learned Resourcefulness Scale, State-Trait Anxiety Inventory, and Beck Depression Inventory were administered for the synchronization of the two groups in the selection process. The APS was used to collect quantitative data from the participants. In the analysis of the quantitative data, analysis of covariance and t-test were used for statistical analyses. The qualitative data were collected via a general evaluation form of group processes, and thematic analysis was applied to the collected data. It was observed that CBT-based skill training decreased university students' academic procrastination behaviors and had a long-term effect on the students. (As Provided).
Anmerkungen	Educational Consultancy, Ltd (EDAM). Kisikli Mh. Alemdag Cd. Yan Yol Sk., SBK Is Merkezi No:5 Kat:1, Uskudar-Istanbul, 34692 Turkey. Tel: +90-216-481-30-23; Fax: +90-216-481-31-36; e-mail: editor@edam.com.tr; Web site: http://www.estp.com.tr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01