Overcoming academic procrastination: The effectiveness of psychological resilience in primary school pupils post COVID-19

Abstract

The rapid transition to online learning has exacerbated procrastination behavior, further complicated by students’ mental health challenges, such as depression, anxiety, and stress, which lead to delayed educational tasks and diminished academic performance. This study investigates the efficacy of a resilience intervention program based on the three-factor model of personal resilience in reducing academic procrastination among Egyptian primary school students during the COVID-19 pandemic. This quasi-experimental research involved a sample of 100 fourth-grade students who demonstrated high levels of procrastination, indicated by scores above 70% on the Pure Procrastination Scale. Students were randomly divided into two groups—an experimental group, which received resilience training, and a control group, which did not—to assess the intervention’s impact on academic procrastination. Qualitative analyses of the feedback from students, teachers, and parents, coupled with pre- and post-intervention questionnaires, were utilized to evaluate the program’s effectiveness. Initial findings revealed no significant differences between the groups before the intervention. However, significant improvements in the experimental group’s procrastination levels were observed immediately and one month after the intervention, suggesting the potential ability of resilience training to enhance students’ academic performance and well-being. Results advocate for the inclusion of resilience-building activities within educational curricula to effectively address academic procrastination. The purpose of this study is to propose suggestions to reduce academic procrastination in primary school students. These results have implications for educators and professionals working with children, emphasizing the value of fostering resilience skills to support academic achievement and well-being.