The effect of cognitive behavioral approach based online academic motivation psychoeducation program on academic motivation and academic procrastination in university students

In this study, the effect of the online academic motivation psychoeducation program, which was developed based on cognitive behavioral approach, on variables of academic motivation and academic procrastination in university students was examined. The research is an experimental study in the 2x3 design type with experimental and control groups, pre-test, post-test and follow-up test. The study was carried out with students who were selected from 230 individuals, who applied to participate in the prorgram, who continue their education in various faculties and departments of Akdeniz University in the 2020-2021 academic year, who are at different grade levels and who voluntarily agree to participate in the research. The study group consists of 20 university students, 10 in the experimental group and 10 in the control group, who were randomly assigned. A pilot group of 5 people was formed to assist the study, but the scale results of the students were not included in the study. While the 5 session psychoeducation program developed by the researcher was applied to the experimental group, no program was applied to the control group. Group sessions were applied once a week and each session lasted an average of 90 minutes. Participant Information Form, Academic Motivation Scale, Academic Procrastination Scale, Informed Consent Form and Process Evaluation Form were used as online data collection tools. The data of the research were obtained by using quantitative and qualitative methods. Quantitative data were obtained by applying the Academic Motivation and Academic Procrastination Scales to the students in both the experimental and control groups with pre-test, post-test and follow-up test one month after the end of the program. Mann-Whitney U Test, Friedman Test and Wilcoxon Signed Rank Test were used in the analysis of quantitative data and effect size values were calculated for the variables. Qualitative data were obtained from Process Evaluation Form filled by the students one week after the last session. Qualitative data were analyzed using content analysis. When the findings obtained in the study were examined, it was observed that the academic motivation of university students increased after the online academic motivation psychoeducation program, while their academic procrastination behaviors decreased, and it was determined the these changes continued with the follow-up measurement. Considering both quantitative and qualitative findings, it can be said that the program is effective. The results were evaluated and discussed in the context of theoretical knowledges and research, and suggestions were made for future studies.