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Üniversite Öğrencilerinde Erteleme Davranışını Azaltmaya Yönelik İnternet Tabanlı Rehberli Kendine Yardım BDT Programının Etkililiği: Yarı Deneysel Pilot Çalışma

Effectiveness of an Internet-Based Guided Self-Help CBT Program for Reducing Procrastination in University Students: A Quasi-Experimental Pilot Study

Fadime Avşar0009-0002-5449-6112
Önder Baltacı(KIRSEHIR AHI EVRAN UNIVERSITY)0000-0002-9974-8507
Ömer Özer(ANADOLU UNIVERSITY)0000-0003-2740-2723
Sayfa
343–371
Yayın Tarihi
2026-05-30
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⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

Bulgular, deney grubunda erteleme davranışlarında anlamlı bir azalma ve zaman yönetimi becerilerinde iyileşme olduğunu göstermiştir.

📌 3 Maddede Bu Makale

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Amaç & Hipotez:Bu çalışma, İnternet Tabanlı Rehber Destekli Müdahale Programı (Ertele-Me)'nin üniversite öğrencilerinin erteleme davranışı, zaman yönetimi ve depresyon, anksiyete, stres düzeyleri üzerindeki etkisini değerlendirmek amacıyla yarı deneysel pilot çalışma deseniyle gerçekleştirilmiştir.
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Temel Bulgular & Veri:Program, bilişsel davranışçı terapi (BDT) temelli beş modülden oluşmakta olup sırasıyla erteleme davranışına ilişkin psikoeğitim, öz düzenleme ve zaman yönetimi becerileri, bilişsel müdahaleler, davranışsal stratejiler ve kazanımların sürdürülmesine odaklanmaktadır.
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Sonuç & Katkı:Bulgular, deney grubunda erteleme davranışlarında anlamlı bir azalma ve zaman yönetimi becerilerinde iyileşme olduğunu göstermiştir.
🔬Tür:Uygulamalı Anket & Alan Araştırması
📍Kapsam:26 katılımcı
⚙️Değişkenler:erteleme · bilişsel davranışçı terapi · web tabanlı müdahale

Özet

Bu çalışma, İnternet Tabanlı Rehber Destekli Müdahale Programı (Ertele-Me)'nin üniversite öğrencilerinin erteleme davranışı, zaman yönetimi ve depresyon, anksiyete, stres düzeyleri üzerindeki etkisini değerlendirmek amacıyla yarı deneysel pilot çalışma deseniyle gerçekleştirilmiştir. Program, bilişsel davranışçı terapi (BDT) temelli beş modülden oluşmakta olup sırasıyla erteleme davranışına ilişkin psikoeğitim, öz düzenleme ve zaman yönetimi becerileri, bilişsel müdahaleler, davranışsal stratejiler ve kazanımların sürdürülmesine odaklanmaktadır. Çalışmaya 72 öğrenci başvurmuş, belirlenen kriterlere uyan 26 katılımcı deney (N=13) ve kontrol (N=13) gruplarına atanmıştır. Deney grubuna beş haftalık internet tabanlı rehber destekli müdahale uygulanırken, kontrol grubuna müdahalenin ilerleyen bir tarihte başlayacağı bildirilmiştir. Veri toplama sürecinde Tuckman Erteleme Davranışı Ölçeği (TEÖ), Depresyon Anksiyete ve Stres Ölçeği (DASS-21) ve Zaman Yönetimi Ölçeği (ZYÖ) kullanılmıştır. Bulgular, deney grubunda erteleme davranışlarında anlamlı bir azalma ve zaman yönetimi becerilerinde iyileşme olduğunu göstermiştir. Bununla birlikte, gruplar arasındaki son test puanları istatistiksel olarak anlamlı farklılık göstermemiştir. Pilot çalışmadan elde edilen bu bulgular, internet tabanlı rehber destekli programların üniversite öğrencilerinin akademik gelişimini desteklemede umut vadeden araçlar olduğuna işaret etmektedir. Daha geniş örneklemler ve güçlü metodolojik desenlerle ileri araştırmalar yapılması önerilmektedir. Bu çalışma, ClinicalTrials.gov veri tabanında NCT06278142 numaralı klinik araştırma olarak kayıtlıdır.

Abstract

This study was conducted using a quasi-experimental pilot study design to evaluate the effects of an Internet-Based Guided Intervention Program (Ertele-Me) on university students' procrastination behaviors, time management, and levels of depression, anxiety, and stress. The program consists of five Cognitive Behavioral Therapy (CBT)-based modules focusing respectively on psychoeducation about procrastination, self-regulation and time management skills, cognitive interventions, behavioral strategies, and maintenance of gains. Seventy-two students applied to participate in the study, and 26 eligible participants were assigned to either the experimental (N = 13) or control (N = 13) group. While the experimental group received a five-week internet-based guided intervention, the control group was informed that the intervention would begin at a later date. Data were collected using the Tuckman Procrastination Scale (TPS), the Depression, Anxiety, and Stress Scale (DASS-21), and the Time Management Questionnaire (TMQ). Findings indicated a significant reduction in procrastination behaviors and an improvement in time management skills within the experimental group. However, no statistically significant difference was observed between the post-test scores of the two groups. These preliminary findings suggest that internet-based guided self-help programs are promising tools for supporting the academic development of university students. Further research with larger samples and more rigorous methodological designs is recommended. This study was registered and completed as a clinical trial in the ClinicalTrials.gov database under registration number NCT06278142.

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Bu Makaleye Atıf Yap

Avşar, F., Baltacı, Ö., Özer, Ö. (2026). Üniversite Öğrencilerinde Erteleme Davranışını Azaltmaya Yönelik İnternet Tabanlı Rehberli Kendine Yardım BDT Programının Etkililiği: Yarı Deneysel Pilot Çalışma. AYNA Klinik Psikoloji Dergisi, Cilt: 13 Sayı: 2, 343–371. https://doi.org/10.31682/ayna.1735720

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