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Journals / Erzincan Üniversitesi Eğitim Fakültesi Dergisi / 2026 / Cilt: 28 Sayı: 2026

Effects of a Brief Online Psychoeducation Program on Academic Motivation and Procrastination

Kısa Süreli Çevrimiçi Psiko-Eğitim Programının Akademik Motivasyon ve Akademik Erteleme Üzerindeki Etkisi

Yağmur Kaya(YILDIZ TEKNİK ÜNİVERSİTESİ)0000-0003-4077-3182
Arzu Taşdelen-Karçkay(AKDENİZ ÜNİVERSİTESİ)0000-0002-7131-9858
Pages
1–7
Publication Date
2026-09-17
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Overall, the findings provide preliminary evidence that a brief online psycho-educational intervention based on cognitive-behavioral principles may represent a feasible and promising approach to enhancing academic motivation and reducing academic procrastination among undergraduate students.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Academic motivation and academic procrastination are two important factors associated with students’ academic functioning and performance in higher education.
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Key Findings & Data:A significant change across pre-test, post-test, and follow-up measurements was found for academic motivation in the experimental group (χ² = 12.20, p< .01), whereas no significant change was observed in the control group (χ² = 2.51, p> .05).
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Conclusion & Impact:Overall, the findings provide preliminary evidence that a brief online psycho-educational intervention based on cognitive-behavioral principles may represent a feasible and promising approach to enhancing academic motivation and reducing academic procrastination among undergraduate students.
🔬Design:Araştırma Makalesi
📍Scope:Comprehensive Sample
⚙️Variables:Akademik motivasyon · akademik erteleme · kısa süreli çevrimiçi psiko-eğitimsel müdahale

Abstract

Academic motivation and academic procrastination are two important factors associated with students’ academic functioning and performance in higher education. This study examined the effectiveness of a brief online psycho-educational intervention grounded in the cognitive-behavioral approach, designed to improve academic motivation and reduce academic procrastination among undergraduate students. A quasi-experimental design with pre-test, post-test, and one-month follow-up assessments was employed, including an experimental group and a control group, with a total of twenty undergraduate participants. The intervention group attended a five-week online program, whereas the control group received no intervention. Data were analyzed using the Mann–Whitney U test, Friedman test, and Wilcoxon Signed-Rank test. A significant change across pre-test, post-test, and follow-up measurements was found for academic motivation in the experimental group (χ² = 12.20, p< .01), whereas no significant change was observed in the control group (χ² = 2.51, p> .05). Similarly, academic procrastination showed a significant change over time in the experimental group (χ² = 15.85, p< .001), while no significant change was found in the control group (χ² = 4.67, p> .05). The effect sizes calculated for the pre-test to post-test change between the experimental and control groups were 1.47 for academic motivation and 1.67 for academic procrastination, indicating large intervention effects. These improvements were maintained at the one-month follow-up assessment. Overall, the findings provide preliminary evidence that a brief online psycho-educational intervention based on cognitive-behavioral principles may represent a feasible and promising approach to enhancing academic motivation and reducing academic procrastination among undergraduate students.

Özet

Akademik motivasyon ve akademik erteleme, yükseköğretimde öğrencilerin akademik işlevselliği ve performansıyla ilişkili iki önemli faktördür. Bu çalışma, lisans öğrencilerinin akademik motivasyonlarını artırmak ve akademik erteleme davranışlarını azaltmak amacıyla bilişsel davranışçı yaklaşım temelinde geliştirilen kısa süreli çevrim içi bir psikoeğitim programının etkililiğini incelemiştir. Çalışmada, deney ve kontrol gruplarını içeren, ön test, son test ve bir aylık izlem değerlendirmelerinden oluşan yarı deneysel bir desen kullanılmıştır. Araştırmaya toplam yirmi lisans öğrencisi katılmıştır. Deney grubundaki katılımcılar beş hafta süren çevrim içi programa katılırken, kontrol grubuna herhangi bir müdahale uygulanmamıştır. Veriler Mann–Whitney U testi, Friedman testi ve Wilcoxon İşaretli Sıralar Testi kullanılarak analiz edilmiştir. Deney grubunda akademik motivasyonun ön test, son test ve izlem ölçümleri arasında anlamlı bir değişim gözlenirken (χ² = 12.20, p< .01), kontrol grubunda anlamlı bir değişim saptanmamıştır (χ² = 2.51, p> .05). Deney ve kontrol gruplarının ön test–son test değişimine ilişkin hesaplanan etki büyüklükleri akademik motivasyon için 1.47, akademik erteleme için ise 1.67 olup, müdahalenin büyük etki büyüklüğüne sahip olduğunu göstermektedir. Elde edilen bu gelişmeler bir ay sonra gerçekleştirilen izlem değerlendirmesinde de korunmuştur. Genel olarak bulgular, bilişsel davranışçı ilkelere dayalı kısa süreli çevrim içi bir psikoeğitim programının, lisans öğrencilerinde akademik motivasyonu artırma ve akademik ertelemeyi azaltmada uygulanabilir ve umut vadeden bir yaklaşım olabileceğine ilişkin ön kanıtlar sunmaktadır.

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Cite This Article

Kaya, Y., Taşdelen-Karçkay, A. (2026). Effects of a Brief Online Psychoeducation Program on Academic Motivation and Procrastination. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 28 Sayı: 2026, 1–7. https://doi.org/10.17556/erziefd.1916198

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