Acceptance and Commitment Therapy and Cognitive-Behavioral Therapy as Treatments for Academic Procrastination: A Randomized Controlled Group Session

被引:40
作者
Wang, Shuo [1 ]
Zhou, Ya [2 ]
Yu, Shi [1 ]
Ran, Li-Wen [3 ]
Liu, Xiang-Ping [1 ]
Chen, Yu-Fei [4 ]
机构
[1] Beijing Normal Univ, Sch Psychol, Rm 1512,New Main Bldg,19,Xin Jie Kou Wai St, Beijing 100875, Peoples R China
[2] South China Normal Univ, Sch Psychol, Guangzhou, Guangdong, Peoples R China
[3] Southwest Jiaotong Univ, Ctr Psychol Res & Counseling, Chengdu, Sichuan, Peoples R China
[4] Beanstalk Int Bilingual Sch, Learning Support Dept, Beijing, Peoples R China
关键词
acceptance and commitment therapy; cognitive-behavioral therapy; group therapy; academic procrastination; neuroticism; TRAIT PROCRASTINATION; 5-FACTOR MODEL; SELF-EFFICACY; PERSONALITY; STUDENTS; ANXIETY; STRESS; WAVE;
D O I
10.1177/1049731515577890
中图分类号
C916 [社会工作、社会管理、社会规划];
学科分类号
1204 ;
摘要
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.
引用
收藏
页码:48 / 58
页数:11
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