Pilot Version of an Online Self-Forgiveness Intervention for Academic Procrastination in University Students

Abstract

Abstract Correlational studies have shown that students who forgive themselves for procrastinating are less likely to engage in academic procrastination. This randomized controlled pilot study evaluated a self-forgiveness intervention to reduce academic procrastination and increase self-forgiveness. We also examined its effects on students’ mental health. Of 416 Slovak university students randomized to the experimental group (n = 208) or waiting-list control group (n = 208), 257 confirmed informed consent to continue to the second study phase, 172 completed the post-test, and 159 completed the one-month follow-up. The final completer sample (n = 159) had a mean age of 22.60 years (SD = 3.43). The intervention comprised selected exercises adapted from Worthington’s self-forgiveness workbook, and outcomes were assessed using self-report measures. Compared with the waiting-list control group, the experimental group showed greater reductions in academic procrastination, anxiety, and depression, along with greater improvements in self-forgiveness for academic procrastination, dispositional self-forgiveness, and self-compassion at post-test and one-month follow-up. The results provide preliminary evidence that the self-forgiveness intervention may help students reduce academic procrastination. Self-forgiveness may reduce negative emotions, support taking responsibility and engaging in reparative action, and decrease avoidance of academic obligations.