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

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APA Citation: 

Wang, S., Zhou, Y., Yu, S., Ran, L., Liu, X., & Chen, Y. (2017). Acceptance and commitment therapy and Cognitive–Behavioral therapy as treatments for academic procrastination: A randomized controlled group session. Research on Social Work Practice, 27(1), 48-58. doi:10.1177/1049731515577890

Publication Topic: 
ACT: Empirical
Publication Type: 
acceptance and commitment therapy; cognitive–behavioral therapy; group therapy; academic procrastination; neuroticism

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.