How to Help Students Overcome Academic Procrastination - Randomized-controlled Trial of Cognitive-behavioral Group and Imaginary Pills Treatment
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 发起方
- 入组人数
- 115
- 试验地点
- 2
- 主要终点
- Change in German version of the Irrational Procrastination Scale (IPS)
研究概览
简要总结
The purpose of this study is to evaluate two different treatment methods in a sample of procrastinating students of the University of Basel and the University of Applied Sciences and Arts Northwestern Switzerland. As first treatment, a cognitive-behavioral treatment has been chosen as these type of treatment already showed promising results in reducing students' procrastination behavior. The alternative to the more time-intensive cognitive-behavioral treatment is the application of imaginary pills to students suffering from procrastination.
This study evaluates the potential of the cognitive-behavioral and the imaginary pill treatment to reduce procrastination in a three-arm randomized controlled trial with parallel group between-subject design.
详细描述
Procrastination can be defined as "to voluntarily delay an intended course of action despite expecting to be worse off for the delay". Academic procrastination is limited to tasks and activities related to and/or relevant to learning and studying and manifests itself in consistently postponing studying for exams, submitting assignments late, and failing to register for classes in time. Despite the high prevalence of procrastination and the negative consequences on health and well-being, there is still no gold standard of treatment. The purpose of this study is to evaluate two different treatment methods in a sample of procrastinating students of the University of Basel and the University of Applied Sciences and Arts Northwestern Switzerland. As first treatment, a cognitive-behavioral treatment has been chosen as these type of treatment already showed promising results in reducing students' procrastination behavior. The alternative to the more time-intensive cognitive-behavioral treatment is the application of imaginary pills to students suffering from procrastination.
This study evaluates the potential of the cognitive-behavioral and the imaginary pill treatment to reduce procrastination in a three-arm randomized controlled trial with parallel group between-subject design.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Treatment
- 盲法
- None
盲法说明
Blinding of participants and treatment providers is not possible.
入排标准
- 年龄范围
- 18 Years 至 40 Years（Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Male and female Bachelor's and Master's students of the University of Basel and the University of Applied Sciences and Arts Northwestern Switzerland (FHNW)
- •Age between 18 and 40
- •Self-reported academic procrastination criterion is fulfilled (IPS value ≥ 29 points)
- •Healthy by self-report statement (i.e., no known current physiological or psychological disorders, not taking medication, not in psychological/psychiatric treatment)
- •Willing to participate in the study
- •Sufficient German language skills to follow the instructions and participate in group sessions
排除标准
- •Self-reported academic procrastination criteria not fulfilled: IPS < 29
- •Any current psychological or physiological disease
- •Current psychological or psychiatric treatment
- •Current intake of psychotropic medication
- •Insufficient German language skills to understand the instructions or discuss in group sessions
- •Daily consumption of more than three alcoholic standard beverages (a standard alcoholic beverage is defined as either 3dl beer or 1dl wine or 2cl spirits)
- •Regular drug consumption (THC, cocaine, heroin, etc.)
结局指标
主要结局
Change in German version of the Irrational Procrastination Scale (IPS)
时间窗: At baseline (t0 = week 1), week 9 (t1), week 16 (t2), and week 42 (t4)
Assessment of academic procrastination level: The IPS measures the degree of irrational delay causing procrastination. The German version of the IPS consists of nine questions, e.g. "I put things off so long that my well-being or efficiency unnecessarily suffers". Participants can respond on a 5-point scale ranging from 1="never" to 5="always/constantly".
Change in Academic Procrastination State Inventory (APSI)
时间窗: At baseline (t0 = week 1), week 9 (t1), week 16 (t2), and week 42 (t4)
Assessment of academic procrastination level: The APSI consists of 23 item, all referring to fluctuations in academic procrastination, behavior and thoughts and participants have to rate the frequency of engaging in the items in the previous week on a five point Likert scale ranging from 1="never" to 5="always".
次要结局
- Change in Generalized Anxiety Disorder Questionnaire-7 (GAD-7)(At baseline (t0 = week 1), week 9 (t1), week 16 (t2), and week 42 (t4))
- Change in World Health Organization (WHO) Well-Being Index (WHO-5)(At baseline (t0 = week 1), week 9 (t1), week 16 (t2), and week 42 (t4))
- Change in Patient HealthQuestionnaire (PHQ-9)(At baseline (t0 = week 1), week 9 (t1), week 16 (t2), and week 42 (t4))
- Change in the German version of the Perceived Stress Scale (PSS-10)(At baseline (t0 = week 1), week 9 (t1), week 16 (t2), and week 42 (t4))