지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 발행연도
- 2022.6
- 수록면
- 131 - 158 (28page)
- DOI
- 10.33252/jht.2022.6.13.1.131
이용수
초록· 키워드
오류제보하기
Various tasks compete for students’ time, failure to achieve all results in attending to some and abandoning others. This behaviour among college students known as academic procrastination lead to last-minute rush before executing tasks, difficulty in getting started, missing deadlines, anxiety, psychological distress and poor performance. Prior studies focused on its causative agents with scanty attention paid to the prevention and reduction. This study therefore, investigated clinical efficacy of two therapeutic models in the reduction of academic procrastination (AP) among college students in the South-west, Nigeria. The moderating effects of attributional styles and emotional intelligence were also determined. Pretest-posttest, control group, experimental design with a 3×2×3 factorial matrix was adopted. Simple random sampling technique was used to select three federal-owned universities. One hundred and nine college students who scored above 60.0% in the screening exercise were randomly assigned to CP (34), SRT (39) and control (36) groups. The treatment lasted 10 weeks. Four instruments were used for data collection. Seven hypotheses were tested at 0.05 level of significance. Data generated were analysed using ANCOVA and Scheffe post-hoc test. There were significant main effects of treatment on AP (F₂, <SUB>106</SUB> = 5.46, η² =.107). There were also reduction in the mean scores of participants in CP (x = 48.26) and SRT (x = 52.24) compared to the control (x = 57.77) groups. There was also a significant main effect of attributional styles on AP (F₁, <SUB>107</SUB> = 9.689, η² =.096). Participants with internal attributional style (x = 48.52) displayed lower AP tendencies than those with external attributional style (x = 56.90). Counselling psychologists should utilise both therapies in reducing the effects of academic procrastination.
목차
abstract
Ⅰ. Introduction
Ⅱ. Hypotheses
Ⅲ. Methods
Ⅳ. Procedure
Ⅴ. Data Analysis
Ⅵ. Results
Ⅶ. Discussion
Ⅷ. Implication
References
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UCI(KEPA) : I410-ECN-0101-2022-001-001528953