Self-Regulation Strategies Based on Cognitive Behavioral Therapy in Reducing Academic Procrastination among University Students
DOI:
https://doi.org/10.38073/muthmainnah.v1i2.4159Keywords:
Academic Procrastination, Self-Regulation, Cognitive Behavioral Therapy, University Students, Counseling StrategyAbstract
Academic procrastination is a common problem among university students and has negative effects on academic performance, learning consistency, and psychological well-being. This article aims to examine self-regulation strategies based on Cognitive Behavioral Therapy (CBT) in reducing academic procrastination among university students. This study employed a library research design by reviewing relevant books, journal articles, systematic reviews, and previous studies related to academic procrastination, self-regulation, self-regulated learning, CBT, and counseling interventions. The literature was analyzed thematically by identifying, classifying, and synthesizing concepts and findings related to the causes of academic procrastination and intervention strategies. The results of the literature synthesis show that academic procrastination is influenced by cognitive, emotional, motivational, and behavioral factors, such as low self-efficacy, fear of failure, perfectionism, irrational beliefs, emotional avoidance, and weak self-regulation. CBT is relevant for reducing academic procrastination because it helps students identify maladaptive thoughts, reconstruct irrational beliefs, and develop more adaptive academic behaviors. CBT-based self-regulation strategies include self-monitoring, cognitive restructuring, goal setting, task breakdown, time management, self-instruction, self-reinforcement, behavioral activation, self-management, and implementation intention. These strategies can help students improve self-control, reduce avoidance behavior, manage academic tasks more effectively, and strengthen learning autonomy. Therefore, CBT-based self-regulation strategies can be recommended as an applicable counseling approach to reduce academic procrastination among university students.
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Agussalim, A., Hikmah, M. S., & Kaffah, M. S. (2025). The Application of Self-Management Techniques within Individual Counseling to Reduce Academic Procrastination among High School Students. QUANTA: Kajian Bimbingan Dan Konseling Dalam Pendidikan, 9(2), 142–155. https://doi.org/10.22460/quanta.v9i2.5898
Alaya, M. B., Ouali, U., Youssef, S. B., Aissa, A., & Nacef, F. (2021). Academic procrastination in university students: Associated factors and impact on academic performance. European Psychiatry, 64(S1), S759–S760. https://doi.org/10.1192/j.eurpsy.2021.2013
Araya-Castillo, L., Burgos, M., González, P., Rivera, Y., Barrientos, N., Jara, V. Y., Ganga-Contreras, F., & Sáez, W. (2023). Procrastination in University Students: A Proposal of a Theoretical Model. Behavioral Sciences, 13(2). https://doi.org/10.3390/bs13020128
Ashraf, M. A., Sahar, N., Kamran, M., & Alam, J. (2023). Impact of Self-Efficacy and Perfectionism on Academic Procrastination among University Students in Pakistan. Behavioral Sciences, 13(7). https://doi.org/10.3390/bs13070537
Asri, D., & Kadafi, A. (2020). Effects of Self-Instruction and Time Management Techniques in Group Counseling to Reduce Academic Procrastination. Jurnal Kajian Bimbingan Dan Konseling, 5(3), 112–121. https://doi.org/10.17977/um001v5i32020p112
Balkis, M., Duru, S., & Duru, E. (2024). Academic procrastination and fear of failure: The role of irrational/rational academic beliefs. Psychology in the Schools, 61(6), 2376–2387. https://doi.org/10.1002/pits.23171
Buana, E. C., & Zulwidyaningtyas, E. (2025). The Effectiveness of Cognitive Restructuring Techniques in Reducing Academic Procrastination among Junior High School Students. International Journal of Counseling and Psychotherapy, 2(1), 43–49. https://doi.org/10.64420/ijcp.v2i1.187
de Haas, S. M. H., Blaesing, L., Oosterhoff, R., Rozental, A., & Scheres, A. P. J. (2025). Group cognitive behavioral therapy for reducing procrastination in college students: A randomized controlled trial. Cognitive Behaviour Therapy, 0(0), 1–19. https://doi.org/10.1080/16506073.2025.2543893
Elizondo, K., Valenzuela, R., Pestana, J. V., & Codina, N. (2024). Self-regulation and procrastination in college students: A tale of motivation, strategy, and perseverance. Psychology in the Schools, 61(3), 887–902. https://doi.org/10.1002/pits.23088
Fentaw, Y., Moges, B. T., & Ismail, S. M. (2022). Academic Procrastination Behavior among Public University Students. Education Research International, 2022(1), 1277866. https://doi.org/10.1155/2022/1277866
Furlan, L. A., & Cristofolini, T. (2022). Interventions to Reduce Academic Procrastination: A Review of Their Theoretical Bases and Characteristics. In L. R. V. Gonzaga, L. L. Dellazzana-Zanon, & A. M. Becker da Silva (Eds.), Handbook of Stress and Academic Anxiety: Psychological Processes and Interventions with Students and Teachers (pp. 127–147). Springer International Publishing. https://doi.org/10.1007/978-3-031-12737-3_9
Huang, H., Ding, Y., Liang, Y., Wan, X., Peng, Q., Zhang, Y., Kong, D., & Chen, C. (2023). The association between perfectionism and academic procrastination among undergraduate nursing students: The role of self-efficacy and resilience. Nursing Open, 10(10), 6758–6768. https://doi.org/10.1002/nop2.1922
Karakaya Özyer, K., & Altinsoy, F. (2023). Academic Procrastination of University Students: The Role of Problematic Internet Use, Self-Regulated Online Learning, and Academic Self-Efficacy. Malaysian Online Journal of Educational Technology, 11(1), 77–93.
Khurshid, K., Mushtaq, R., Rauf, U., Anwar, N., Abbas, Q., Aljhani, S., Ramzan, Z., & Shahzadi, M. (2025). Cognitive behavior therapy for academic burnout, procrastination, self-handicapping behavior, and test anxiety among adolescents: A randomized control trial. BMC Psychology, 13(1), 94. https://doi.org/10.1186/s40359-025-02371-2
Luo, R.-Z., & Zhou, Y.-L. (2024). The effectiveness of self-regulated learning strategies in higher education blended learning: A five years systematic review. Journal of Computer Assisted Learning, 40(6), 3005–3029. https://doi.org/10.1111/jcal.13052
Ma, M., Li, M., Wang, Q., Qiu, A., & Wang, T. (2022). Online self-regulated learning and academic procrastination: A moderated mediation model. Psychology in the Schools, 59(9), 1856–1872. https://doi.org/10.1002/pits.22730
Novalia, I., Dantes, N., & Dharmayanti, P. A. (2023). Cognitive Behavior Counseling Guidebook with Self-regulated Learning Techniques to Reduce Students’ Academic Procrastination Behavior. Bisma The Journal of Counseling, 7(1), 34–43. https://doi.org/10.23887/bisma.v7i1.58736
Ramadhani, E., Setiyosari, P., Indreswari, H., Setiyowati, A. J., & Putri, R. D. (2026). Academic procrastination: A systematic review of causal factors and interventions. Journal of Behavioral and Cognitive Therapy, 36(1), 100552. https://doi.org/10.1016/j.jbct.2025.100552
Song, P., Liu, X., Cai, X., Zhong, M., Wang, Q., & Zhu, X. (2024). Predictive analysis of college students’ academic procrastination behavior based on a decision tree model. Humanities and Social Sciences Communications, 11(1), 869. https://doi.org/10.1057/s41599-024-03300-1
Suminarni, N., Ramli, M., & Wahyuni, F. (2025). The Effect of the CBT Counseling Approach to Overcoming Academic Procrastination: A Systematic Literature Review. International Journal of Research in Counseling, 4(2), 102–113. https://doi.org/10.70363/ijrc.v4i1.256
Svartdal, F., & Løkke, J. A. (2022). The ABC of academic procrastination: Functional analysis of a detrimental habit. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1019261
Tao, X., Hanif, H., & Lieqin, W. (2025). The effects of self-regulated learning strategies on academic procrastination and academic success among college EFL students in China. Frontiers in Psychology, 16. https://doi.org/10.3389/fpsyg.2025.1562980
Theobald, M. (2021). Self-regulated learning training programs enhance university students’ academic performance, self-regulated learning strategies, and motivation: A meta-analysis. Contemporary Educational Psychology, 66, 101976. https://doi.org/10.1016/j.cedpsych.2021.101976
Tolan, Ö. Ç. (2023). Developing University Students Coping Skills with Academic Procrastination Behavior: A Cognitive Behavioral Theory Based Psychoeducation Practice. Journal of Computer and Education Research, 11(22), 728–743. https://doi.org/10.18009/jcer.1332329
Turner, M., & Hodis, F. A. (2023). A Systematic Review of Interventions to Reduce Academic Procrastination and Implications for Instructor-based Classroom Interventions. Educational Psychology Review, 35(4), 118. https://doi.org/10.1007/s10648-023-09838-x
Ugwuanyi, C. S., Gana, C. S., Ugwuanyi, C. C., Ezenwa, D. N., Eya, N. M., Ene, C. U., Nwoye, N. M., Ncheke, D. C., Adene, F. M., Ede, M. O., Onyishi, C. N., & Ossai, V. O. (2020). Efficacy of Cognitive Behaviour Therapy on Academic Procrastination Behaviours Among Students Enrolled in Physics, Chemistry and Mathematics Education (PCME). Journal of Rational-Emotive & Cognitive-Behavior Therapy, 38(4), 522–539. https://doi.org/10.1007/s10942-020-00350-7
Zhao, J., Meng, G., Sun, Y., Xu, Y., Geng, J., & Han, L. (2021). The relationship between self-control and procrastination based on the self-regulation theory perspective: The moderated mediation model. Current Psychology, 40(10), 5076–5086. https://doi.org/10.1007/s12144-019-00442-3
Zhao, X., Wang, H., Ma, Z., Zhang, L., & Chang, T. (2025). Smartphone addiction and academic procrastination among college students: A serial mediation model of self-control and academic self-efficacy. Frontiers in Psychiatry, 16. https://doi.org/10.3389/fpsyt.2025.1572963
Zhou, M., Lam, K. K. L., & Zhang, Y. (2022). Metacognition and Academic Procrastination: A Meta-Analytical Examination. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 40(2), 334–368. https://doi.org/10.1007/s10942-021-00415-1
Zhou, X., Wider, W., Wu, H., Xu, Y., Qin, M., & Borromeo, A. S. (2026). Beyond positive thinking: A randomized trial of mental contrasting with implementation intentions to curb academic procrastination. Acta Psychologica, 262, 106168. https://doi.org/10.1016/j.actpsy.2025.106168
Agussalim, A., Hikmah, M. S., & Kaffah, M. S. (2025). The Application of Self-Management Techniques within Individual Counseling to Reduce Academic Procrastination among High School Students. QUANTA: Kajian Bimbingan Dan Konseling Dalam Pendidikan, 9(2), 142–155. https://doi.org/10.22460/quanta.v9i2.5898
Alaya, M. B., Ouali, U., Youssef, S. B., Aissa, A., & Nacef, F. (2021). Academic procrastination in university students: Associated factors and impact on academic performance. European Psychiatry, 64(S1), S759–S760. https://doi.org/10.1192/j.eurpsy.2021.2013
Araya-Castillo, L., Burgos, M., González, P., Rivera, Y., Barrientos, N., Jara, V. Y., Ganga-Contreras, F., & Sáez, W. (2023). Procrastination in University Students: A Proposal of a Theoretical Model. Behavioral Sciences, 13(2). https://doi.org/10.3390/bs13020128
Ashraf, M. A., Sahar, N., Kamran, M., & Alam, J. (2023). Impact of Self-Efficacy and Perfectionism on Academic Procrastination among University Students in Pakistan. Behavioral Sciences, 13(7). https://doi.org/10.3390/bs13070537
Asri, D., & Kadafi, A. (2020). Effects of Self-Instruction and Time Management Techniques in Group Counseling to Reduce Academic Procrastination. Jurnal Kajian Bimbingan Dan Konseling, 5(3), 112–121. https://doi.org/10.17977/um001v5i32020p112
Balkis, M., Duru, S., & Duru, E. (2024). Academic procrastination and fear of failure: The role of irrational/rational academic beliefs. Psychology in the Schools, 61(6), 2376–2387. https://doi.org/10.1002/pits.23171
Buana, E. C., & Zulwidyaningtyas, E. (2025). The Effectiveness of Cognitive Restructuring Techniques in Reducing Academic Procrastination among Junior High School Students. International Journal of Counseling and Psychotherapy, 2(1), 43–49. https://doi.org/10.64420/ijcp.v2i1.187
de Haas, S. M. H., Blaesing, L., Oosterhoff, R., Rozental, A., & Scheres, A. P. J. (2025). Group cognitive behavioral therapy for reducing procrastination in college students: A randomized controlled trial. Cognitive Behaviour Therapy, 0(0), 1–19. https://doi.org/10.1080/16506073.2025.2543893
Elizondo, K., Valenzuela, R., Pestana, J. V., & Codina, N. (2024). Self-regulation and procrastination in college students: A tale of motivation, strategy, and perseverance. Psychology in the Schools, 61(3), 887–902. https://doi.org/10.1002/pits.23088
Fentaw, Y., Moges, B. T., & Ismail, S. M. (2022). Academic Procrastination Behavior among Public University Students. Education Research International, 2022(1), 1277866. https://doi.org/10.1155/2022/1277866
Furlan, L. A., & Cristofolini, T. (2022). Interventions to Reduce Academic Procrastination: A Review of Their Theoretical Bases and Characteristics. In L. R. V. Gonzaga, L. L. Dellazzana-Zanon, & A. M. Becker da Silva (Eds.), Handbook of Stress and Academic Anxiety: Psychological Processes and Interventions with Students and Teachers (pp. 127–147). Springer International Publishing. https://doi.org/10.1007/978-3-031-12737-3_9
Huang, H., Ding, Y., Liang, Y., Wan, X., Peng, Q., Zhang, Y., Kong, D., & Chen, C. (2023). The association between perfectionism and academic procrastination among undergraduate nursing students: The role of self-efficacy and resilience. Nursing Open, 10(10), 6758–6768. https://doi.org/10.1002/nop2.1922
Karakaya Özyer, K., & Altinsoy, F. (2023). Academic Procrastination of University Students: The Role of Problematic Internet Use, Self-Regulated Online Learning, and Academic Self-Efficacy. Malaysian Online Journal of Educational Technology, 11(1), 77–93.
Khurshid, K., Mushtaq, R., Rauf, U., Anwar, N., Abbas, Q., Aljhani, S., Ramzan, Z., & Shahzadi, M. (2025). Cognitive behavior therapy for academic burnout, procrastination, self-handicapping behavior, and test anxiety among adolescents: A randomized control trial. BMC Psychology, 13(1), 94. https://doi.org/10.1186/s40359-025-02371-2
Luo, R.-Z., & Zhou, Y.-L. (2024). The effectiveness of self-regulated learning strategies in higher education blended learning: A five years systematic review. Journal of Computer Assisted Learning, 40(6), 3005–3029. https://doi.org/10.1111/jcal.13052
Ma, M., Li, M., Wang, Q., Qiu, A., & Wang, T. (2022). Online self-regulated learning and academic procrastination: A moderated mediation model. Psychology in the Schools, 59(9), 1856–1872. https://doi.org/10.1002/pits.22730
Novalia, I., Dantes, N., & Dharmayanti, P. A. (2023). Cognitive Behavior Counseling Guidebook with Self-regulated Learning Techniques to Reduce Students’ Academic Procrastination Behavior. Bisma The Journal of Counseling, 7(1), 34–43. https://doi.org/10.23887/bisma.v7i1.58736
Ramadhani, E., Setiyosari, P., Indreswari, H., Setiyowati, A. J., & Putri, R. D. (2026). Academic procrastination: A systematic review of causal factors and interventions. Journal of Behavioral and Cognitive Therapy, 36(1), 100552. https://doi.org/10.1016/j.jbct.2025.100552
Song, P., Liu, X., Cai, X., Zhong, M., Wang, Q., & Zhu, X. (2024). Predictive analysis of college students’ academic procrastination behavior based on a decision tree model. Humanities and Social Sciences Communications, 11(1), 869. https://doi.org/10.1057/s41599-024-03300-1
Suminarni, N., Ramli, M., & Wahyuni, F. (2025). The Effect of the CBT Counseling Approach to Overcoming Academic Procrastination: A Systematic Literature Review. International Journal of Research in Counseling, 4(2), 102–113. https://doi.org/10.70363/ijrc.v4i1.256
Svartdal, F., & Løkke, J. A. (2022). The ABC of academic procrastination: Functional analysis of a detrimental habit. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1019261
Tao, X., Hanif, H., & Lieqin, W. (2025). The effects of self-regulated learning strategies on academic procrastination and academic success among college EFL students in China. Frontiers in Psychology, 16. https://doi.org/10.3389/fpsyg.2025.1562980
Theobald, M. (2021). Self-regulated learning training programs enhance university students’ academic performance, self-regulated learning strategies, and motivation: A meta-analysis. Contemporary Educational Psychology, 66, 101976. https://doi.org/10.1016/j.cedpsych.2021.101976
Tolan, Ö. Ç. (2023). Developing University Students Coping Skills with Academic Procrastination Behavior: A Cognitive Behavioral Theory Based Psychoeducation Practice. Journal of Computer and Education Research, 11(22), 728–743. https://doi.org/10.18009/jcer.1332329
Turner, M., & Hodis, F. A. (2023). A Systematic Review of Interventions to Reduce Academic Procrastination and Implications for Instructor-based Classroom Interventions. Educational Psychology Review, 35(4), 118. https://doi.org/10.1007/s10648-023-09838-x
Ugwuanyi, C. S., Gana, C. S., Ugwuanyi, C. C., Ezenwa, D. N., Eya, N. M., Ene, C. U., Nwoye, N. M., Ncheke, D. C., Adene, F. M., Ede, M. O., Onyishi, C. N., & Ossai, V. O. (2020). Efficacy of Cognitive Behaviour Therapy on Academic Procrastination Behaviours Among Students Enrolled in Physics, Chemistry and Mathematics Education (PCME). Journal of Rational-Emotive & Cognitive-Behavior Therapy, 38(4), 522–539. https://doi.org/10.1007/s10942-020-00350-7
Zhao, J., Meng, G., Sun, Y., Xu, Y., Geng, J., & Han, L. (2021). The relationship between self-control and procrastination based on the self-regulation theory perspective: The moderated mediation model. Current Psychology, 40(10), 5076–5086. https://doi.org/10.1007/s12144-019-00442-3
Zhao, X., Wang, H., Ma, Z., Zhang, L., & Chang, T. (2025). Smartphone addiction and academic procrastination among college students: A serial mediation model of self-control and academic self-efficacy. Frontiers in Psychiatry, 16. https://doi.org/10.3389/fpsyt.2025.1572963
Zhou, M., Lam, K. K. L., & Zhang, Y. (2022). Metacognition and Academic Procrastination: A Meta-Analytical Examination. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 40(2), 334–368. https://doi.org/10.1007/s10942-021-00415-1
Zhou, X., Wider, W., Wu, H., Xu, Y., Qin, M., & Borromeo, A. S. (2026). Beyond positive thinking: A randomized trial of mental contrasting with implementation intentions to curb academic procrastination. Acta Psychologica, 262, 106168. https://doi.org/10.1016/j.actpsy.2025.106168
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