대학생의 학업지연행동 극복을 위한 웹 기반 인지행동 프로그램 효과 검증

Abstract

This study verifies the effectiveness of a web-based cognitive behavioral prog ram designed to improve academic procrastination of university students. The program intervenes in self-efficacy, anxiety, and time-managing behavior, which respectively stands for cognitive, emotional, and behavioral variables verified to affect on academic procrastination. For six weeks, 13 university students with academic procrastination experienced 10 sessions of this program and were given an interview before and after each session. Seven students of a control group had interviews without experiencing program. Participants had examinations of the levels of academic procrastination, self-efficacy, anxiety and time-managing behavior before and after and three months after the whole program. They had tests for their academic achievement apart. After the six weeks, the levels of academic procrastination, self-efficacy and time-managing behavior showed significant difference. Academic achievement increased but the difference is not statistically significant. The level of anxiety didn't decrease significantly. This result suggests web-base cognitive-behavioral intervention positively influence on academic procrastination. Findings in this study would help students who have academic procrastination but the tend to mind coming to a counselor. In addition, the web-based program could bring up a new counseling intervention strategy to following studies on similar learning problems.