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Overcoming procrastination? A meta-analysis of intervention studies
ARTICLE

, University of Amsterdam ; , University of Paderborn, Germany

Educational Research Review Volume 25, Number 1, ISSN 1747-938X Publisher: Elsevier Ltd

Abstract

We present a meta-analysis of 24 studies on procrastination interventions (total k = 44, N = 1173) in order to find out 1) whether people can reduce their level of procrastination, and 2) if so, which type of intervention leads to the strongest reduction. We compared four different types of interventions: Self-regulation, cognitive behavioral therapy, other therapeutic approaches, and interventions focusing on individuals’ strengths and resources. A large reduction in procrastination after the interventions was found, and the effects remained stable in follow-up assessments. The findings so far suggest that cognitive behavioral therapy reduced procrastination more strongly than the other types of interventions. Other moderator variables, such as the duration of the intervention, had no significant effects. We propose future research that may help to build stronger evidence for the effects of interventions, as well as some guidelines for interventions.

Citation

van Eerde, W. & Klingsieck, K.B. (2018). Overcoming procrastination? A meta-analysis of intervention studies. Educational Research Review, 25(1), 73-85. Elsevier Ltd. Retrieved July 19, 2019 from .

This record was imported from Educational Research Review on January 31, 2019. Educational Research Review is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.edurev.2018.09.002

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