The Effectiveness of Cognitive Behavioral Therapy in Reducing Academic Procrastination A Clinical Case Study
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Abstract
This scientific article examines academic procrastination from a clinical psychological perspective, focusing on the application of Cognitive-Behavioral Therapy (CBT) as an effective psychological intervention for reducing this widespread phenomenon in university settings. Academic procrastination is a multidimensional problematic behavior in which cognitive, emotional, and motivational components are intertwined, manifesting as repeated delays in completing academic tasks despite clear awareness of the negative consequences. The article is based on a clinical case study of an undergraduate university student experiencing chronic procrastination that negatively affected his academic trajectory and caused notable disruption to his psychological well-being. The therapeutic intervention adopted a structured CBT protocol spanning twelve sessions, incorporating cognitive restructuring of distorted thinking patterns, time management techniques, behavioral activation, and emotion regulation strategies. Findings revealed a significant reduction in procrastination levels alongside a meaningful improvement in academic self-efficacy and overall psychological well-being. The study offers theoretical and applied contributions to the field of university mental health within the Algerian and Arab context, while proposing future research and interventional directions.
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