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Interventions to Reduce Academic Procrastination: A Review of Their Theoretical Bases and Characteristics

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Handbook of Stress and Academic Anxiety

Abstract

This chapter presents the results of the revision of scientific literature about psycho-educational and clinical approaches to reduce academic procrastination. The intervention programs are described in depth, making reference to their theoretical and conceptual bases and to their technical characteristics. The chapter includes descriptions of programs based on concepts from cognitive educational psychology, theories of motivation, time management, and self-regulated learning. Additionally, there are interventions that arise from clinical psychology based on different modalities that cognitive-behavioral therapy has adopted in in-person contexts and on intervention experiences that include the utilization of information and communications technologies (ITCs). Finally, there are interventions inspired by other approaches from psychotherapy (acceptance and commitment therapy and systemic therapy). At the end of the chapter, efficacy of the programs and issues to adaptation of intervention to other populations and cultures are discussed.

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  1. Laboratory of Psychological and Educational Assessment, National University of Cordoba, Cordoba, Argentina

    Luis Alberto Furlan & Thelma Cristofolini

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  1. Luis Alberto Furlan
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Correspondence to Luis Alberto Furlan .

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  1. Center for Integrated Mental Health Care (CIMHC) Federal University of Sao Paulo, São Paulo, São Paulo, Brazil

    Luiz Ricardo Vieira Gonzaga

  2. Pontifical Catholic University of Campinas, Campinas, São Paulo, Brazil

    Letícia Lovato Dellazzana-Zanon

  3. University of Sorocaba – UNISO, São Paulo, Brazil

    Andressa Melina Becker da Silva

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Furlan, L.A., Cristofolini, T. (2022). Interventions to Reduce Academic Procrastination: A Review of Their Theoretical Bases and Characteristics. In: Gonzaga, L.R.V., Dellazzana-Zanon, L.L., Becker da Silva, A.M. (eds) Handbook of Stress and Academic Anxiety. Springer, Cham. https://doi.org/10.1007/978-3-031-12737-3_9

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