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Background <p>Academic procrastination is characterized by the habitual delay of academic tasks and is a widespread issue among students. This systematic review aims to examine the application of Acceptance and Commitment Therapy (ACT) in reducing academic procrastination among students.</p> Materials and methods <p>Studies were included if they used ACT to address academic procrastination. Non-English papers were excluded. A systematic literature search was conducted using PubMed, the Cochrane Controlled Trials Register, Google Scholar, ScienceDirect, and EBSCOhost, Scopus and Web of Science. Keywords included (“Acceptance and Commitment Therapy” OR “ACT”) AND “academic procrastination.” Data were extracted and analyzed to assess study design, intervention components, outcomes, and the quality of evidence on ACT for academic procrastination.</p> Results <p>Nine empirical studies met the inclusion criteria. The findings indicated that ACT improved core processes of psychological flexibility, including values, mindfulness, and committed action. Positive outcomes across cohort studies support the effectiveness of ACT, with evidence rated at level 2&#xa0;A.</p> Conclusion <p>ACT appears to be a promising intervention for reducing academic procrastination by enhancing psychological flexibility. However, clinicians should integrate these findings with individual student preferences and contexts. More rigourous randomized controlled trials are needed to explore underlying mechanisms and determine the optimal dosage of intervention.</p>

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A systematic review on the effectiveness of acceptance and commitment therapy on academic procrastination

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年7月31日

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  • Sook Huey Lee,
  • Azizah Othman,
  • Fatanah Ramlee

摘要

Background

Academic procrastination is characterized by the habitual delay of academic tasks and is a widespread issue among students. This systematic review aims to examine the application of Acceptance and Commitment Therapy (ACT) in reducing academic procrastination among students.

Materials and methods

Studies were included if they used ACT to address academic procrastination. Non-English papers were excluded. A systematic literature search was conducted using PubMed, the Cochrane Controlled Trials Register, Google Scholar, ScienceDirect, and EBSCOhost, Scopus and Web of Science. Keywords included (“Acceptance and Commitment Therapy” OR “ACT”) AND “academic procrastination.” Data were extracted and analyzed to assess study design, intervention components, outcomes, and the quality of evidence on ACT for academic procrastination.

Results

Nine empirical studies met the inclusion criteria. The findings indicated that ACT improved core processes of psychological flexibility, including values, mindfulness, and committed action. Positive outcomes across cohort studies support the effectiveness of ACT, with evidence rated at level 2 A.

Conclusion

ACT appears to be a promising intervention for reducing academic procrastination by enhancing psychological flexibility. However, clinicians should integrate these findings with individual student preferences and contexts. More rigourous randomized controlled trials are needed to explore underlying mechanisms and determine the optimal dosage of intervention.