IMPROVING THAI UNIVERSITY STUDENT’S ACADEMIC PROCRASTINATION AND SELF-EFFICACY THROUGH ONLINE CBT-BASED INTERVENTION
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Abstract
This study explored the effectiveness of the online 2-week CBT-based intervention on reducing academic procrastination and enhancing academic self-efficacy among Thai undergraduate students. A pre-test post-test group design was used for the quantitative study; participants (N = 30) were assessed at 3-time points: pretest (before intervention), post-test 1 (2 weeks after intervention), and post-test 2 (2 months after intervention). The Academic Procrastination Scale (APS) and Academic Self-Efficacy Inventory (CSEI), which are both Likert-type scales, were used. Semi-structured interviews (N = 3) were conducted, and thematic analysis was used to analyze qualitative data. Results showed that the intervention significantly reduced academic procrastination pre-test (M = 2.83, SD = 0.52) to post-test 1 (M = 2.66, SD = 0.52) but not academic self-efficacy. Qualitative feedback from participants supported these findings, suggesting that the intervention can be a valuable tool for helping students overcome procrastination and build confidence in their academic abilities.
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