Self-Instruction Technique in Group Counseling to Reduce Students’ Academic Procrastination Behavior
DOI:
https://doi.org/10.25217/igcj.v2i2.420Keywords:
self-instruction, academic procrastination, group counselingAbstract
The purpose of this study was to determine the effectiveness of self-instruction technique in group counseling to reduce academic procrastination behavior. Purposive sampling technique was administered followed then by random assignment to determine the participants. The scale which is used 44 items from the Procrastination Assessment Scale for Students (PASS) that had previously been adapted and tested for the validity and reliability with Cronbach alpha 0.91. From the data, the score of academic procrastination behavior was obtained. Then it was categorized into three categories high, moderate, and low academic procrastination. The pre-test posttest control group design was applied to 14 students. Based on the independent t-test result, after being treated with self-instruction technique in group counseling, there were differences in the pretest mean of 84.00 and the posttest mean of 69.28. These results indicate a decrease in academic procrastination approximately 14.71, meaning that academic procrastination through the self-instruction technique decreased by 17.51%. Thus, this research shows that group counseling self-instruction technique effectively reduces academic procrastination behavior.
References
Azar, F. S. (2013). Self-efficacy, achievement motivation, and academic procrastination as predictors of academic performance. US-China Education Review, 3(11), 847–857. Retrieved from Google Scholar
Bakhrudin, H. A. (2017). Model Konseling Kelompok Cognitive Behavior untuk Penanganan Self-esteem Siswa SMK. Jurnal Bimbingan Dan Konseling Terapan, 1(2). http://dx.doi.org/10.30598/jbkt.v1i2.144
Bos, A. E. R., Muris, P., Mulkens, S., & Schaalma, H. P. (2006). Changing self-esteem in children and adolescents: a roadmap for future interventions. Netherlands Journal of Psychology, 62(1), 26–33. https://doi.org/10.1007/BF03061048
Bryant, L. E., & Budd, K. S. (1982). Self-Instructional Training to Increase Independent Work Performance in Preschoolers. Journal of Applied Behavior Analysis, 15(2), 259–271. https://doi.org/10.1901/jaba.1982.15-259
Chandra, E. K., Wibowo, M. E., & Sunawan, S. (2019). Cognitive Behaviour Group Counseling with Self-Instruction and Cognitive Restructuring Techniques to Improve Students’ Self-Confidence. Islamic Guidance and Counseling Journal, 2(1), 11–17. https://doi.org/10.25217/igcj.v2i1.305
Erfantinni, I. H., Purwanto, E., & Japar, M. (2016). Konseling Kelompok Cognitive-Behavior Therapy dengan Teknik Cognitive Restructuring untuk Mereduksi Prokrastinasi Akademik. Jurnal Bimbingan Konseling, 5(2), 119–125. Retrieved from Google Scholar
Erford, B. T. (2016). Professional School Counseling: A Handbook of Theories, Programs, and Practices. Third Edition. Retrieved from Google Scholar
Fatimah, F. N. (2014). Penerapan Teknik Self-Instruction untuk Mengurangi Perilaku Off Task Siswa Kelas X di SMK Negeri 12 Surabaya. Jurnal BK UNESA, 4(1). Retrieved from Google Scholar
Flett, G. L., Stainton, M., Hewitt, P. L., Sherry, S. B., & Lay, C. (2012). Procrastination Automatic Thoughts as a Personality Construct: An Analysis of the Procrastinatory Cognitions Inventory. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 30(4), 223–236. https://doi.org/10.1007/s10942-012-0150-z
Frankton, J. (2014). Ticking Away – How to Overcome Laziness and Procrastination. Retrieved from Google Scholar
Geldard, K., & Geldard, D. (2009). Counselling Adolescents: The Proactive Approach for Young People. Retrieved from Google Scholar
Grunschel, C., Schwinger, M., Steinmayr, R., & Fries, S. (2016). Effects of using motivational regulation strategies on students’ academic procrastination, academic performance, and well-being. Learning and Individual Differences, 49, 162–170. https://doi.org/10.1016/j.lindif.2016.06.008
Habsy, B. A. (2018). Model bimbingan kelompok PPPM untuk mengembangkan pikiran rasional korban bullying siswa SMK etnis Jawa. Jurnal Pendidikan (Teori Dan Praktik), 2(2), 91–99. http://dx.doi.org/10.26740/jp.v2n2.p91-99
Jiao, Q. G., DaRos-Voseles, D. A., Collins, K. M. T., & Onwuegbuzie, A. J. (2012). Academic procrastination and the performance of graduate-level cooperative groups in research methods courses. Journal of the Scholarship of Teaching and Learning, 11(1), 20. Retrieved from Google Scholar
Lange, A., Richard, R., Gest, A., Vries, M. D., & Lodder, L. (1998). The Effects of Positive Self-Instruction: A Controlled Trial. Cognitive Therapy and Research, 22(3), 225–236. https://doi.org/10.1023/A:1018740725281
McLeod, J. (2013). An Introduction to Counselling. Retrieved from Google Scholar
Rahardjo, W., Juneman, J., & Setiani, Y. (2013). Computer Anxiety, Academic Stress, and Academic Procrastination on College Students. Journal of Education and Learning (EduLearn), 7(3), 147. https://doi.org/10.11591/edulearn.v7i3.179
Solomon, L. J., & Rothblum, E. D. (1984). Academic procrastination: Frequency and cognitive-behavioral correlates. Journal of Counseling Psychology, 31(4), 503–509. https://doi.org/10.1037/0022-0167.31.4.503
Suryaningrum, D. U., Prihartanti, N., & Hertinjung, W. S. (2016). Efektifitas Pelatihan Harga Diri dengan Metode Instruksi Diri untuk Meningkatkan Kepercayaan Diri pada Siswa BBRSBD Surakarta (PhD Thesis, Universitas Muhammadiyah Surakarta). Retrieved from Google Scholar
Tang, N. K. Y., & Harvey, A. G. (2006). Altering misperception of sleep in insomnia: Behavioral experiment versus verbal feedback. Journal of Consulting and Clinical Psychology, 74(4), 767–776. https://doi.org/10.1037/0022-006X.74.4.767
Trijayanti, Y. W., Nurihsan, J., & Hafina, A. (2019). Gestalt Counseling with Empty Chair Technique to Reduce Guilt among Adolescents at Risk. Islamic Guidance and Counseling Journal, 2(1), 1–10. https://doi.org/10.25217/igcj.v2i1.302
Weidler, S. D. (1985). The Use of Cognitive Self-Instruction as an Intervention for Metacognitive Failure. Retrieved from Google Scholar
Downloads
Published
How to Cite
Issue
Section
License
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
