The Effectiveness of Procrastination Treatment Based on Cognitive-Behavioral Training on Coping Self-Efficacy and Intolerance of Uncertainty in Procrastinating Students

Abstract

Objective: The aim of this study was to examine the effectiveness of cognitive-behavioral procrastination treatment on coping self-efficacy and intolerance of uncertainty in procrastinating students.
Methods and Materials: This semi-experimental study employed a pretest-posttest control group design. The statistical population included undergraduate psychology students at Islamic Azad University, Sari Branch, during the 2023–2024 academic year. After initial screening using the Procrastination Questionnaire, 30 eligible students were randomly assigned to experimental and control groups. The experimental group received ten sessions of cognitive-behavioral therapy focused on procrastination. Data were collected using the Coping Self-Efficacy Scale and the Intolerance of Uncertainty Scale. Data analysis was performed using univariate and multivariate ANCOVA in SPSS-27.
Findings: ANCOVA results revealed a significant difference between the groups in intolerance of uncertainty (F=11.865, p=0.014, η²=0.364). Significant differences were also found in the coping self-efficacy components, including stopping unpleasant thoughts and feelings (F=12.257, p=0.002, η²=0.315), problem-focused coping (F=10.015, p=0.003, η²=0.287), and seeking social support (F=9.844, p=0.004, η²=0.263).
Conclusion: Cognitive-behavioral procrastination treatment significantly reduced intolerance of uncertainty and improved components of coping self-efficacy in procrastinating students, suggesting it as an effective intervention for enhancing academic functioning.