Clinical Research Directory

Cognitive Mindfulness Intervention Using Virtual Reality to Address Academic Procrastination and Academic Engagement

The study aimed to establish the effectiveness of an immersive mindfulness virtual reality intervention using mindfulness software for students experiencing academic procrastination. It was hypothesised that post immersive virtual reality mindfulness intervention would result in higher academic self efficacy, lower academic procrastination, and perceived academic stress levels with higher academic engagement. It was further hypothesised that in physiological responses, the pulse rate would be lower post-intervention per session and an overall reduction in pulse rate post intervention.

The Effect of Motivational Interviewing in Women's Health

The behaviour of healthcare demand procrastination constitutes an obstacle for individuals to lead a healthy life, and an example of this is the low participation rate of women in pap-smear screening programs compared to the target population. It is known that motivational interviews are frequently used and effective in studies planned to change health behavior. According to the results of the power analysis, at least 104 women, 52 experimental and 52 control, should be included in the study. Data will be collected with the "Personal Information Form", "Healthcare Demand Procrastination Scale", "Health Belief Model Scale for Cervical Cancer and Pap Smear Test" and "Evaluation Form for Cervical Cancer Screening Participation". Motivational interviews will be given to the women in the experimental group.

Effect of Cognitive Behavioral Based Psychoeducation Program on Internet Addiction and Academic Procrastination Tendency in Nursing Students

This randomized controlled trial was conducted to determine the effectiveness of a cognitive behavioral approach-based psychoeducation program on internet addiction and academic procrastination tendency among undergraduate nursing students.

Procrastination in Seeking Dental Care

Patients fulfilling the eligibility criteria will be enrolled in the study will be given online survey to fill questionnaire. Questionnaire will be provided to the patient which include the questions about following parameters: 1. Socio-Demographic factors 2. Self-reported oral health and dental satisfaction 3. Dental attendance regarding regular, past and future dental visits. 4. Delay of dental care Procrastination will be measured using Irrational Procrastination Scale (IPS). Self-Efficacy for oral Health will be measured using Oral Health Self-Efficacy Scale (OHSES)

Neural Changes Following Cognitive Behavior Therapy for Procrastination

The aim of this study is to compare the efficacy of and the neural changes following two cognitive behavior therapy (CBT) protocols for procrastination with a wait-list control group. The interventions will be delivered online in group settings. Both protocols include identical psychoeducation and cognitive modules aiming at identification and modification of dysfunctional automatic thoughts related to procrastination but will differ in the behavioral modules. The behavioral module in the first protocol is focused on timely beginning and realistic planning. The second protocol implements working time restriction. The wait-list control group will receive one of the CBT protocols after a waiting period that will last as long as the CBT intervention and the assessments performed directly after treatment. It is assumed that the interventions will be superior to the wait-list control. Primary (procrastination) and secondary (depression and anxiety) measures will be collected prior to and after the interventions (or waiting period in the wait-list group) and after 6 months in the two active condition groups. Additionally, neuroimaging measurements will be conducted before and after the interventions (or waiting period in the wait-list group). Approximately half of the participants will undergo functional Magnetic Resonance Imaging (fMRI), and another half will undergo electroencephalography (EEG). Both methods are aimed at exploring neural correlates of the expected improvements in participants' self-regulation abilities.

Impact of Slavin's Effective Teaching Model on Procrastination in Nursing Students: a Quasi-Experimental Study

The purpose of this clinical trial is to determine if a time management training program can effectively reduce procrastination behavior among intern nursing students. It will also explore the impact of this training on students' academic performance and well-being. The main questions it aims to answer are: Does the training reduce procrastination behavior in nursing students? How does the training impact time management skills and academic outcomes? Researchers will implement a time management training program based on the Effective Teaching Model to analyze changes in procrastination behavior. Participants will: Attend a five-day training program, with daily sessions covering specific topics on time management and procrastination Complete a pre-test and post-test to measure changes in procrastination behavior Provide feedback on the training program and engage in practical workshops The study will be conducted at a private university in Istanbul over a four-month period from November 2024 to March 2025, targeting all intern nursing students (N=70). Data will be collected using a general procrastination scale and analyzed for significant changes in time management and procrastination behaviors using SPSS software.

Randomised Controlled Trial of a Digital Programme for Procrastination in UK University Students

The aim of this study is to evaluate the effect of an 8-week self-directed internet based CBT intervention on various psychological outcomes for young students struggling with procrastination in the UK. The psychological outcomes consist of motivation, depressive symptoms, impulsivity and anxiety. More specifically, the study aims to compare the effect of the intervention vs waitlist control at 8 weeks on primary and secondary outcomes. Additionally, the study aims to explore whether changes in primary and secondary outcomes as the result of the intervention are mediated or moderated by key intervention processes.