Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122–147.
Bandura, A., Freeman, W. H., & Lightsey, R. (1997). Self-efficacy: The exercise of control.
Bardideh, K., Bardideh, F., & Kakabaraee, K. (2016). Study of the effectiveness of the cognitive behavioral therapy on self efficacy and pain among children suffering from cancer. global Journal of Health Science, 9(5), 33.
Corkin, D. M., Yu, S. L., Wolters, C. A., & Wiesner, M. (2014). The role of the college classroom climate on academic procrastination. Learning and Individual Differences, 32, 294–303.
Ferrari, J. R., Johnson, J. L., & McCown, W. G. (1995). Procrastination and task avoidance: Theory, research, and treatment. Springer Science & Business Media.
Galla, B. M., Plummer, B. D., White, R. E., Meketon, D., D’Mello, S. K., & Duckworth, A. L. (2014). The Academic Diligence Task (ADT): Assessing individual differences in effort on tedious but important schoolwork. Contemporary Educational Psychology, 39(4), 314–325
Hatzigeorgiadis, A., Zourbanos, N., Goltsios, C., & Theodorakis, Y. (2008). Investigating the functions of self-talk: The effects of motivational self-talk on self-efficacy and performance in young tennis players. Sport Psychologist, 22(4), 458–471.
Jung, K. R., Zhou, A. Q., & Lee, R. M. (2017). Self-efficacy, self-discipline and academic performance: Testing a context-specific mediation model. Learning and Individual Differences,33–39.
Keshi, A. K., & Jappa, B. (2013). Effectiveness of cognitiveness of cognitive behavior therapy on self efficacyamong high school students. Asian Journal of Management Science and Education, 2(4), 68-80.
Kiamarsi, A., & Abolghasemi, A. (2014). The relationship of procrastination and self-efficacy with Psychological vulnerability in students. Procedia - Social and Behavioral Sciences, 114, 858–862.
Kim, S., Fernandez, S., & Terrier, L. (2017). Procrastination , personality traits , and academic performance : When active and passive procrastination tell a different story. Personality and Individual Differences. 108, 154–157.
Köseoğlu, Y. (2015). Self-efficacy and academic achievement – a case from turkey. Journal of Education and Practice, 6(29).
Komarraju, M., & Nadler, D. (2013). Self-efficacy and academic achievement: Why do implicit beliefs, goals, and effort regulation matter. Learning and Individual Differences, 25, 67–72.
Ljubin-Golub, T., PetriÄević, E., & Rovan, D. (2019). The role of personality in motivational regulation and academic procrastination. Educational Psychology, 39(4), 550–568.
Malkoç, A., & Mutlu, A. K. (2018). Academic self-efficacy and academic procrastination : exploring the mediating role of academic motivation in turkish university students. Universal Journal of Educational Research, 6(10), 2087–2093.
Ningtias, D., Wibowo, E, M., & Purwanto, E. (2020). The effectiveness of cbt group counseling with stress inoculation training and cognitive restructuring techniques to reduce students’ academic stress. Jurnal Bimbingan Konseling, 9(2) 19-164.
Owen, S. V., & Froman, R. D. (1988). Development of a College Academic Self-Efficacy Scale. Proceedings of the Annual Meeting of the National Council on Measurement in Education, New Orleans.
Ozer, B, U., Demir, A., & Ferrari, J, R. (2013). Reducing academic procrastination through a grouptreatment program: a pilot study. Journal of Rational-Emotive and Cognitive-Behavior Therapy, 31(3).
Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students’ academic performance: A systematic review and meta-analysis. Psychological Bulletin, 138(2), 353–387.
Rosmayati, Sunawan, Saraswati. S. (2017). Self-efficacy dan konformitas dengan prokrastinasi akademik mahasiswa. Jurnal Bimbingan Konseling, 6(4).
Rustika, M. (2012). Efikasi diri: tinjauan teori albert bandura. Bulitein Psikologi, 20 (12),18-25
Ryung, K., & Hee, E. (2015). The relationship between procrastination and academic performance : A meta-analysis. Personality and Individual Differences, 82, 26–33.
Rothblum, E. D., Solomon, L. J., & Murakami, J. (1986). Affective, cognitive, and behavioral differences between high and low procrastinators. Journal of Counseling Psychology, 33(4), 387–394.
Schnell, K., Ringeisen, T., Raufelder, D., & Rohrmann, S. (2015). The impact of adolescents’ self-efficacy and self-regulated goal attainment processes on school performance - Do gender and test anxiety matter. Learning and Individual Differences, 38,90–98.
Schraw,G., Wadkins, T., & Olafson, L. (2007). Doing the things we do: A grounded theory of academic procrastination. Journal of Educational Psychology, 99(1), 12–25.
Tuckman, B. W. (1991). The development and concurrent validity of the Procrastination Scale. Educational and Psychological Measurement, 51(2), 473–480.
Walter, N., Nikoleizig, L., & Alfermann, D. (2019). Effects of self-talk training on competitive anxiety, self-efficacy, volitional skills, and performance: an intervention study with junior sub-elite athletes. Sports, 7(6). DOI: 148.
Bandura, A., Freeman, W. H., & Lightsey, R. (1997). Self-efficacy: The exercise of control.
Bardideh, K., Bardideh, F., & Kakabaraee, K. (2016). Study of the effectiveness of the cognitive behavioral therapy on self efficacy and pain among children suffering from cancer. global Journal of Health Science, 9(5), 33.
Corkin, D. M., Yu, S. L., Wolters, C. A., & Wiesner, M. (2014). The role of the college classroom climate on academic procrastination. Learning and Individual Differences, 32, 294–303.
Ferrari, J. R., Johnson, J. L., & McCown, W. G. (1995). Procrastination and task avoidance: Theory, research, and treatment. Springer Science & Business Media.
Galla, B. M., Plummer, B. D., White, R. E., Meketon, D., D’Mello, S. K., & Duckworth, A. L. (2014). The Academic Diligence Task (ADT): Assessing individual differences in effort on tedious but important schoolwork. Contemporary Educational Psychology, 39(4), 314–325
Hatzigeorgiadis, A., Zourbanos, N., Goltsios, C., & Theodorakis, Y. (2008). Investigating the functions of self-talk: The effects of motivational self-talk on self-efficacy and performance in young tennis players. Sport Psychologist, 22(4), 458–471.
Jung, K. R., Zhou, A. Q., & Lee, R. M. (2017). Self-efficacy, self-discipline and academic performance: Testing a context-specific mediation model. Learning and Individual Differences,33–39.
Keshi, A. K., & Jappa, B. (2013). Effectiveness of cognitiveness of cognitive behavior therapy on self efficacyamong high school students. Asian Journal of Management Science and Education, 2(4), 68-80.
Kiamarsi, A., & Abolghasemi, A. (2014). The relationship of procrastination and self-efficacy with Psychological vulnerability in students. Procedia - Social and Behavioral Sciences, 114, 858–862.
Kim, S., Fernandez, S., & Terrier, L. (2017). Procrastination , personality traits , and academic performance : When active and passive procrastination tell a different story. Personality and Individual Differences. 108, 154–157.
Köseoğlu, Y. (2015). Self-efficacy and academic achievement – a case from turkey. Journal of Education and Practice, 6(29).
Komarraju, M., & Nadler, D. (2013). Self-efficacy and academic achievement: Why do implicit beliefs, goals, and effort regulation matter. Learning and Individual Differences, 25, 67–72.
Ljubin-Golub, T., PetriÄević, E., & Rovan, D. (2019). The role of personality in motivational regulation and academic procrastination. Educational Psychology, 39(4), 550–568.
Malkoç, A., & Mutlu, A. K. (2018). Academic self-efficacy and academic procrastination : exploring the mediating role of academic motivation in turkish university students. Universal Journal of Educational Research, 6(10), 2087–2093.
Ningtias, D., Wibowo, E, M., & Purwanto, E. (2020). The effectiveness of cbt group counseling with stress inoculation training and cognitive restructuring techniques to reduce students’ academic stress. Jurnal Bimbingan Konseling, 9(2) 19-164.
Owen, S. V., & Froman, R. D. (1988). Development of a College Academic Self-Efficacy Scale. Proceedings of the Annual Meeting of the National Council on Measurement in Education, New Orleans.
Ozer, B, U., Demir, A., & Ferrari, J, R. (2013). Reducing academic procrastination through a grouptreatment program: a pilot study. Journal of Rational-Emotive and Cognitive-Behavior Therapy, 31(3).
Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students’ academic performance: A systematic review and meta-analysis. Psychological Bulletin, 138(2), 353–387.
Rosmayati, Sunawan, Saraswati. S. (2017). Self-efficacy dan konformitas dengan prokrastinasi akademik mahasiswa. Jurnal Bimbingan Konseling, 6(4).
Rustika, M. (2012). Efikasi diri: tinjauan teori albert bandura. Bulitein Psikologi, 20 (12),18-25
Ryung, K., & Hee, E. (2015). The relationship between procrastination and academic performance : A meta-analysis. Personality and Individual Differences, 82, 26–33.
Rothblum, E. D., Solomon, L. J., & Murakami, J. (1986). Affective, cognitive, and behavioral differences between high and low procrastinators. Journal of Counseling Psychology, 33(4), 387–394.
Schnell, K., Ringeisen, T., Raufelder, D., & Rohrmann, S. (2015). The impact of adolescents’ self-efficacy and self-regulated goal attainment processes on school performance - Do gender and test anxiety matter. Learning and Individual Differences, 38,90–98.
Schraw,G., Wadkins, T., & Olafson, L. (2007). Doing the things we do: A grounded theory of academic procrastination. Journal of Educational Psychology, 99(1), 12–25.
Tuckman, B. W. (1991). The development and concurrent validity of the Procrastination Scale. Educational and Psychological Measurement, 51(2), 473–480.
Walter, N., Nikoleizig, L., & Alfermann, D. (2019). Effects of self-talk training on competitive anxiety, self-efficacy, volitional skills, and performance: an intervention study with junior sub-elite athletes. Sports, 7(6). DOI: 148.
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Affiliations
Rahmad Budiman
Universitas Negeri Riau, Pekanbaru
Edy Purwanto
UniversitasNegeri Semarang, Indonesia
Ali Murtadho
UniversitasNegeri Semarang, Indonesia
How to Cite
Budiman, R., Purwanto, E., & Murtadho, A. (2020). Cognitive Behavioral Therapy to Improve Self-Efficacy and Reduce Academic Procrastination. Jurnal Bimbingan Konseling, 9(3), 145-151. https://doi.org/10.15294/jubk.v9i3.41246
Cognitive Behavioral Therapy to Improve Self-Efficacy and Reduce Academic Procrastination
Vol 9 No 3 (2020): August
Submitted: Sep 28, 2020
Published: Aug 30, 2020
Abstract
Self-efficacy is a considerable predictor in improving university students’ academic achievement. Therefore, it is important for university counselors to decide the right treatment for self-efficacy and academic procrastination matters. Regarding this issue, this study was attempted to identify and analyze the effectiveness and effectiveness degree of CBT and self-talk technique in improving self-efficacy and reducing academic procrastination behavior. The subjects involved were 16 university students chosen using purposive sampling technique. Their data of self-efficacy and academic procrastination were collected using College Academic Self-efficacy scale and Tuckman Procrastination scale. Upon the analysis, it was found that the use of CBT with self-talk technique was effective to improve self-efficacy and reduce academic procrastination. These findings prove that the use of CBT with self-talk technique is effective to improve self-efficacy and reduce academic procrastination