Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
The main purpose of this study is to present the development process and project flow of an internet-based self-help intervention programme to reduce the level of procrastination among university students.
In the process of developing the intervention programme, a literature review on procrastination was review on procrastination and it was found that procrastination is a problem for university students in Turkey and the need for an effective intervention programme was identified intervention programme. The existing evidence on the effectiveness of web-based The existing evidence on the effectiveness of web-based intervention programmes was reviewed in the literature developed to address procrastination. In Turkey, web-based interventions are one of the new areas of research. There is no web-based study on procrastination in the Turkish literature. The ERTELE-ME intervention is an internet-based intervention programme consisting of five modules. The intervention programme is deliveredin a guided or self-guided format. The Google Drive service will be used to deliver themodules to the participants.
Not provided
Not provided
Not provided
Not provided
| Label | Type | Description | Intervention Names |
|---|---|---|---|
| Guided Web-Based Intervention | Experimental | Participants in this group will use the web-based intervention with guidance support. |
|
| Without Guidance Web-Based Intervention | Experimental | Participants in this group will use the web-based intervention without guidance support. |
|
| Waitlist | No Intervention | Participants will have no contact with the study team during the waiting period. |
| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| Internet Based Intervention - GUIDED | Other | In the expert-supported application, each participant will be sent a folder to be shared by the user and the guide via Google Drive, and the user is expected to perform the application in the folder. A module is added to the folder every Monday and the participant is asked to complete the relevant module until Friday of the same week. In the following two days, a feedback message is provided by the expert, taking into account the user's responses. |
| Measure | Description | Time Frame |
|---|---|---|
| Tuckman Procrastination Behaviour Scale | Turkish adaptation of the scale consists of 14 items, five-point Likert type (1: strongly disagree-5: strongly agree) and one dimension. The evaluation of the Tuckman Procrastination Behaviour scale is made by taking the average of all items. The maximum score that can be obtained from the scale is expressed as five and the minimum score as one. | Time Frame: Pre-test, post-test (5 weeks later from pre-test), follow up (10 weeks later from pre-test) |
| Cognitive Distortions Questionnaire | Turkish adaptation of the form was developed by Batmaz et al. (2015) and consists of 15 items of 9 Likert type. The scale items can be used in short and ultra short form.The 9-item short form will be used to collect data from the study group. The 9-item short form will be used to collect data from the study group. | Time Frame: Pre-test, post-test (5 weeks later from pre-test), follow up (10 weeks later from pre-test) |
| Time Management Scale | The lowest score that can be obtained from the scale is 27 and the highest score is 135 (Alay & Koçak, 2002). It was deemed appropriate for the evaluation of time management skills in the study group. | Time Frame: Pre-test, post-test (5 weeks later from pre-test), follow up (10 weeks later from pre-test) |
| Attitude Scale for Internet-Based Interventions | Apolinário-Hagen et al. (2018) is a measurement tool consisting of 16 items adapted into Turkish by Özer et al. (in the publication stage). Scale consists of two sub-dimensions named as "Perceived Usefulness and Usefulness" and "Relative Advantage and Comparability". | Time Frame: Pre-test, post-test (5 weeks later from pre-test), follow up (10 weeks later from pre-test) |
| Measure | Description | Time Frame |
|---|---|---|
| Depression Anxiety Stress Scale-21 (DASS-21) | Depression Anxiety Stress Scale (DASS-21) is used to assess depression, stress and anxiety levels. | Time Frame: Pre-test, post-test (5 weeks later from pre-test), follow up (10 weeks later from pre-test) |
| Measure | Description | Time Frame |
|---|---|---|
| Sociodemographic Information Form | This form will assess age, gender and whether the participant has received psychotherapy/counselling or medication before as potential covariates. | [Time Frame: Pre-test] |
Inclusion Criteria:
Exclusion Criteria:
Not provided
Not provided
Not provided
Not provided
Not provided
| Name | Role | Phone | Extension | |
|---|---|---|---|---|
| Ömer Özer, Phd | Contact | 5437446687 | omer_ozer@anadolu.edu.tr |
Not provided
Not provided
Not provided
| ID | Term |
|---|---|
| D003376 | Counseling |
| ID | Term |
|---|---|
| D008605 | Mental Health Services |
| D004191 | Behavioral Disciplines and Activities |
| D003153 | Community Health Services |
| D006296 | Health Services |
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
|
| Internet Based Intervention - WİTHOUT GUİDANCE | Other | The developed implementation plan is communicated to the participants without expert support and their participation is ensured. A common folder will be created with the participants accepted to the study and in the group without expert support, and the process is managed by transmitting the module to the user via the folder every Monday. |
|
| D005159 | Health Care Facilities Workforce and Services |