Effectiveness of an Internet-Based Guided Self-Help CBT Program for Reducing Procrastination in University Students: A Quasi-Experimental Pilot Study

Abstract

This study was conducted using a quasi-experimental pilot study design to evaluate the effects of an Internet-Based Guided Intervention Program (Ertele-Me) on university students' procrastination behaviors, time management, and levels of depression, anxiety, and stress. The program consists of five Cognitive Behavioral Therapy (CBT)-based modules focusing respectively on psychoeducation about procrastination, self-regulation and time management skills, cognitive interventions, behavioral strategies, and maintenance of gains. Seventy-two students applied to participate in the study, and 26 eligible participants were assigned to either the experimental (N = 13) or control (N = 13) group. While the experimental group received a five-week internet-based guided intervention, the control group was informed that the intervention would begin at a later date. Data were collected using the Tuckman Procrastination Scale (TPS), the Depression, Anxiety, and Stress Scale (DASS-21), and the Time Management Questionnaire (TMQ). Findings indicated a significant reduction in procrastination behaviors and an improvement in time management skills within the experimental group. However, no statistically significant difference was observed between the post-test scores of the two groups. These preliminary findings suggest that internet-based guided self-help programs are promising tools for supporting the academic development of university students. Further research with larger samples and more rigorous methodological designs is recommended. This study was registered and completed as a clinical trial in the ClinicalTrials.gov database under registration number NCT06278142.