The Effectiveness of School-Based Cognitive Emotion Regulation Training on Academic Procrastination, Academic Engagement, and Academic Resilience among Lower Secondary School Students
Keywords:
academic procrastination, academic engagement, academic resilience, cognitive emotion regulation, school-based intervention, lower secondary students, emotion regulation trainingAbstract
The present study aimed to investigate the effectiveness of school-based cognitive emotion regulation training on academic procrastination, academic engagement, and academic resilience among lower secondary school students. This study employed a quasi-experimental design with pre-test, post-test, and follow-up assessments using an experimental and a control group. The statistical population consisted of lower secondary school students, from whom 72 participants were selected through multistage cluster sampling and equally assigned to experimental and control groups. The experimental group participated in eight 60-minute sessions of school-based cognitive emotion regulation training, whereas the control group received routine educational services. Data were collected using the Tuckman Academic Procrastination Scale, Academic Engagement Scale, and Academic Resilience Scale and were analyzed using mixed repeated-measures analysis of variance. The results demonstrated a significant Time × Group interaction effect for academic procrastination (F(2,140)=49.83, p<0.001, η²=0.416). Significant interaction effects were also found for academic engagement (F(2,140)=42.67, p<0.001, η²=0.379) and academic resilience (F(2,140)=56.21, p<0.001, η²=0.445). Bonferroni pairwise comparisons indicated that students in the experimental group showed significantly lower academic procrastination and significantly higher academic engagement and academic resilience at post-test and follow-up compared with the control group. Large effect sizes further confirmed the practical significance of the intervention. School-based cognitive emotion regulation training is an effective intervention for reducing academic procrastination and enhancing academic engagement and academic resilience among lower secondary school students. The maintenance of treatment gains at follow-up suggests that integrating cognitive emotion regulation programs into school counseling and support services may substantially improve students’ academic adjustment and psychological functioning.
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