Academic procrastination and test anxiety: efficacy of a psychoeducational workshop in person Efficacy of an Intervention to Reduce Academic Procrastination and Test Anxiety
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Abstract
Test anxiety and academic procrastination share in their etiology some deficits in emotion regulation and maintaining goal-oriented behaviors. A group cognitive behavioral program with seven weekly synchronous sessions of two hours and using techniques of psychoeducation, cognitive restructuring, functional analysis, bodily scanner and time organization, to improve emotion regulation in students with both conditions. Initially the program implementation was with face-to-face sessions, and after the covid-19 pandemic, were virtualized. 30 students (70 % female, 19-50 aged, M = 28.06, SD = 6.22 years) of several careers and different public universities participated. An empirical study was conducted with the objective of collect evidences about the efficacy of the program to reduce test anxiety and academic procrastination. A quasi-experimental design was used, with two self-reports of test anxiety and one of academic procrastination as pre and post intervention measures. Differences analysis from paired samples show a significant reduction of test anxiety and procrastination, either in face-to-face sessions (d = .60; d = .70) or virtual ones (d = .80; d = .80). These findings suggest that the workshop, in both modalities is effective to improve emotion regulation in test situations. Complementary studies are necessaries, in higher and more heterogeneous samples and assessing effects on academic performance measures.
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