The Effects Of Group Mindfulness Intervention on University Students' Academic Procrastination

Purpose: Academic procrastination is a prevalent phenomenon among university students, significantly impacting their academic performance and psychological well-being . Despite its importance, there is a lack of systematic empirical research on academic procrastination within our academic community . Previous studies have indicated that emotional factors play a crucial role in the degree of academic procrastination, while mindfulness training has been shown to enhance mental health, self-awareness, and emotional regulation . This study aims to address academic procrastination among university students through group mindfulness training, providing empirical evidence for an effective intervention program targeting this issue.Methods: A randomized controlled mixed experimental design was employed. Participants, consisting of university students, were randomly assigned to either a control group (n = 31) or an intervention group (n = 31). The intervention group underwent an eight-week group mindfulness training program, while the control group maintained their regular daily routines. Pre- and post-intervention questionnaires were used to measure mindfulness levels and academic procrastination in both groups.Results: repeated-measures ANOVA indicated that the mindfulness & procrastination behaviors did not show significant group-by-time interactions. Paired-samples t-tests revealed intervention significantly improved mindfulness levels and reduced reduced procrastination compared to the control group (t = 3.44, p = 0.004 < 0.05). These results suggest that the eight-week group mindfulness intervention effectively alleviates academic procrastination among university students and enhances their psychological well-being.