Acceptance and Commitment Therapy and Cognitive–Behavioral Therapy as Treatments for Academic Procrastination: A Randomized Controlled Group Session. (January 2017)

• Record Type: Journal Article
• Authors: Wang, Shuo; Zhou, Ya; Yu, Shi; Ran, Li-Wen; Liu, Xiang-Ping; Chen, Yu-Fei
• Other Names: Chan Chitat guest-editor.; Holosko Michael J. guest-editor.
• Is Part Of: Research on social work practice. Volume 27:Number 1(2017:Jan.)
• Page Start: 48
• Page End: 58
• Publication Date: 2017-01
• Subjects: acceptance and commitment therapy -- cognitive–behavioral therapy -- group therapy -- academic procrastination -- neuroticism; Social service -- Periodicals; 361.3205
• DOI: 10.1177/1049731515577890
• Languages: English
• ISSNs: 1049-7315

Abstract

Objective: This study tested the efficacy of Acceptance and Commitment Therapy (ACT), compared with Cognitive–Behavioral Therapy (CBT), in alleviating academic procrastination. Method: A total of 60 (53.3% male) undergraduates suffering from academic procrastination were randomly assigned to two treatment groups (ACT and CBT) and a control group. The procrastination symptoms and related psychological mechanisms were assessed immediately after the closure of treatment and at 3-month follow-up (FU). Results: Both therapies showed remarkable short-term effects in decreasing procrastination, but ACT had a better long-term effect. Participants achieved self-esteem enhancement through treatment of both ACT and CBT. While ACT significantly decreased negative affect and improved neuroticism, CBT had a stronger effect on time management. Conclusion: The findings suggest that both CBT and ACT are effective interventions for procrastinators but may have different therapeutic mechanisms.