Abstract
BACKGROUND: Procrastination is a common problem in higher education. It leads to negative consequences on students' health and academic achievement. Nevertheless, research concerning interventions has not yet produced consistent results. This study aims to examine the effectiveness of a writing group program on reducing academic procrastination. METHODS: This study was a quasi-experimental study with a one-group pretest-posttest design using double pretests. A double pretest design was used to ensure the internal validity of the experiment. Twenty graduate students followed a 15-days writing group program consisted of a training session and four sessions of writing groups. A thesis procrastination scale was used to measure the intervention's effects. RESULTS: The writing group program helped students to set a writing target, discussed writing progress, and provided social support to their colleagues. The results showed that the intervention program could significantly decrease academic procrastination. CONCLUSION: The present study demonstrated that a writing group could potentially reduce academic procrastination. Thus, students could benefit from a writing group when working on their master thesis. A thesis preparation course that provides information about goal-setting strategy and the principles of effective writing habits (i.e., behavioral, artisanal, social and emotional habits), might also assist students in writing their thesis. Further research is needed, preferably through the provision of a control group, a randomized assignment and a larger sample.