THE DEVELOPMENT OF AN ONLINE APPLICATION FOR ACADEMIC PROCRASTINATION REDUCTION OF UNDERGRADUATE STUDENTS IN THAILAND

Abstract

The purpose of this research was threefold: 1) to develop an academic procrastination and time management inventory, 2) to develop an online application for reducing academic procrastination, and 3) to examine the effectiveness of the online application for reducing academic procrastination among undergraduate students in Thailand. A research and development approach was employed. Data were collected through in-depth interviews with nine students, questionnaires completed by 450 students, and an intervention study involving 60 students, who were divided into experimental and control groups. The research instruments included an academic procrastination interview and time inventories management (Cronbach's alpha = .92 and .86, respectively), the General Health Questionnaire (Thai GHQ–28), and the STOPro application. The result showed: 1) Qualitative interviews confirmed that academic procrastination is widespread among undergraduates, especially in completing individual tasks. Common issues included poor task prioritization and mismanagement of time. Both developed inventories demonstrated good construct validity. Overall, students’ levels of academic procrastination were moderate, based on both qualitative and quantitative analyzes. 2) the online application (STOPro) was developed, integrating psychoeducation, a to-do list, and self-reflection activities. Content validity was confirmed by experts (CVI = 1.00), and pilot testing with students showed high user satisfaction. 3) The result of a pretest and posttest control design showed significant improvements in academic procrastination and time management among students in the experimental group. However, no significant differences in anxiety and depression were found, either within or between groups. These findings support the effectiveness of STOPro in enhancing time management and reducing academic procrastination, with implications for digital interventions.

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