Religiosity-based psychoeducational intervention for academic procrastination based on the Big Five personality traits among college students

Abstract

The purpose of this study was to examine the effectiveness of a religiosity-based psychoeducation program in reducing academic procrastination among students, based on the Big Five personality traits. The study utilized a one-group pretest-posttest design to analyze the impact of the religiosity-based psychoeducation program on academic procrastination. The academic procrastination questionnaire and the Big Five personality traits scale were used for data collection. Data analysis was conducted using Dependent sample t-test and two-way ANOVA to determine the differences in the level of reduction in academic procrastination based on personality traits. The study found that the application of the religiosity-based psychoeducation program was effective in reducing academic procrastination among students, with significant decreases observed in both State Islamic and Private Universities. Additionally, differences were observed in the level of reduction in academic procrastination based on the Big Five personality traits, with extraversion and neuroticism decreasing drastically compared to the other three traits. Religiosity-based psychoeducation programs can be an effective approach in reducing academic procrastination among students, especially when combined with lectures or religious activities on campus/institutions. The findings of this study suggest that addressing procrastination based on personality traits can improve the effectiveness of interventions aimed at reducing academic procrastination. This study has practical implications for educators and academic institutions seeking to address academic procrastination among students. By tailoring interventions to address personality traits and incorporating religiosity-based psychoeducation programs, educators can effectively reduce academic procrastination among students.