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

The Effect of a Cognitive Behavioral Based Psychoeducation Program on Internet Addiction and Academic Procrastination Tendency Among 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.

Study Overview

• Status: Completed
• Conditions: Internet Addiction; Procrastination
• Intervention / Treatment: Behavioral: Cognitive Behavioral Approach-Based Psychoeducation Program

Detailed Description

Internet addiction and academic procrastination tendency are increasingly common problems among university students and may negatively affect academic performance, psychological well-being, and professional development. Nursing students are considered a high-risk group due to intensive academic workload and frequent exposure to digital technologies. Cognitive behavioral approaches are widely used in addressing maladaptive thoughts and behaviors associated with problematic internet use and procrastination; however, evidence regarding structured psychoeducation programs based on this approach among nursing students is limited.

This randomized controlled experimental study with a pre-test, post-test, and one-month follow-up design was conducted between November 2025 and January 2026 at the Faculty of Nursing of a public university in Ankara, Türkiye. The study population consisted of undergraduate nursing students, and a total of 56 participants were included, with 28 assigned to the intervention group and 28 to the control group through random allocation.

The intervention group received a cognitive behavioral approach-based psychoeducation program consisting of eight weekly sessions. Each session lasted 90 minutes and was delivered face-to-face in a group format. For implementation purposes, the intervention group was divided into three smaller subgroups. The program focused on increasing awareness of internet use behaviors, identifying cognitive distortions, developing time management skills, and improving coping strategies. The control group did not receive any intervention during the study period.

Data were collected using a Personal Information Form, the Young Internet Addiction Test-Short Form, and the Academic Procrastination Tendency Scale. Measurements were obtained at three time points: baseline (pre-test), immediately after the intervention (post-test), and one month after the intervention (follow-up). In the control group, assessments were conducted in parallel with the intervention group.

Statistical analyses were performed using SPSS version 22.0. Normality of data distribution was assessed using the Shapiro-Wilk test. Depending on the distribution characteristics, independent samples t-test, one-way analysis of variance, Mann-Whitney U test, Friedman test, and Wilcoxon signed-rank test were used. Post-hoc analyses with Bonferroni correction were applied where appropriate. Statistical significance was set at p<0,05.

• Study Type: Interventional
• Enrollment (Actual): 56
• Phase: Not Applicable

Contacts and Locations

Study Locations

• Turkey (Türkiye)
  • Ankara, Turkey (Türkiye), 06010
    • Health Sciences University Gülhane Faculty of Nursing

Participation Criteria

Eligibility Criteria

• Ages Eligible for Study: Adult; Older Adult
• Accepts Healthy Volunteers: Yes

Description

Inclusion Criteria:

• Aged 18 years or older
• Being enrolled as a nursing student in a Faculty of Nursing
• Willing to participate in the study

Exclusion Criteria:

• Having a diagnosed psychiatric disorder
• Being currently under psychological intervention (e.g., psychoeducation, psychotherapy) or psychiatric treatment

Participant Discontinuation Criteria (Withdrawal Criteria):

• Incomplete or incorrectly completed data collection forms
• Missing two consecutive intervention sessions
• Receiving a psychiatric diagnosis during the study period

Study Plan

How is the study designed?

Design Details

• Primary Purpose: Prevention
• Allocation: Randomized
• Interventional Model: Parallel Assignment
• Masking: None (Open Label)

Number of Arms

2

Arms and Interventions

Participant Group / Arm	Intervention / Treatment
Experimental: Intervention Group; Participants in the intervention group received an eight-session cognitive behavioral approach-based psychoeducation program. The program was delivered face-to-face once a week in 90-minute group sessions. Participants were divided into three small subgroups for implementation. This program was structured to enhance participants' awareness of emotions and thoughts and to develop skills in identifying and managing automatic thoughts and cognitive distortions. In addition to theoretical content, the program included practical activities based on a cognitive behavioral approach. It also incorporated relaxation exercises and training aimed at improving problem-solving and time management skills.	Behavioral: Cognitive Behavioral Approach-Based Psychoeducation Program; A structured cognitive behavioral psychoeducation program was implemented. The program focused on enhancing awareness of emotions and thoughts, identifying and managing automatic thoughts and cognitive distortions, and improving coping skills. Each session included a brief mood check, review of the previous session, feedback on homework assignments, and structured psychoeducational activities. At the end of each session, new homework was assigned and the session was summarized. The intervention incorporated cognitive restructuring exercises, relaxation techniques, problem-solving strategies, and time management training. The program aimed to reduce internet addiction and academic procrastination tendency among nursing students.
No Intervention: Control Group; Participants in the control group did not receive any intervention during the study period. Assessments were conducted at baseline, post-intervention, and one-month follow-up in parallel with the intervention group.

What is the study measuring?

Primary Outcome Measures

Outcome Measure	Measure Description	Time Frame
Internet Addiction Severity Assessed by Young Internet Addiction Test - Short Form	Internet addiction severity was measured using the Young Internet Addiction Test - Short Form, a 12-item Likert-type scale. The total score ranges from 12 to 60, with higher scores indicating greater levels of internet addiction severity.	Baseline, week 8 (post-intervention), and 1-month follow-up
Academic Procrastination Tendency Assessed by Academic Procrastination Scale	Academic procrastination tendency was measured using a 16-item Likert-type Academic Procrastination Scale. The total score ranges from 16 to 80, with higher scores indicating greater academic procrastination tendency.	Baseline, week 8 (post-intervention), and 1-month follow-up

Collaborators and Investigators

• Sponsor: Saglik Bilimleri Universitesi
• Investigators: Principal Investigator: Emine Öksüz, PhD, Health Sciences University Hamidiye Faculty of Nursing, Istanbul, Turkey

Publications and helpful links

General Publications

• Young KS; Internet addiction: the emergence of a new clinical disorder; CyberPsychology & Behavior; 1998; 1; 237-244
• Balkıs M; Öğretmen adaylarının davranışlarındaki erteleme eğiliminin düşünme ve karar verme tarzları ile ilişkisi; Dokuz Eylül Üniversitesi; 2006; Yayınlanmamış doktora tezi
• Aitken M E; A personality profile of the college student procrastinator; University of Pittsburgh; 1982; Dissertation Abstracts International; 43; 722
• Kutlu M, Savci M, Demir Y, Aysan F; Young İnternet Bağımlılığı Testi Kısa Formu'nun Türkçe uyarlaması: Üniversite öğrencileri ve ergenlerde geçerlik ve güvenirlik çalışması; Anadolu Psikiyatri Dergisi; 2016; 17; 69-76
• Pawlikowski M, Altstötter-Gleich C, Brand M; Validation and psychometric properties of a short version of Young's Internet Addiction Test; Computers in Human Behavior; 2013; 29; 1212-1223

Study record dates

Study Major Dates

• Study Start (Actual): November 1, 2025
• Primary Completion (Actual): January 31, 2026
• Study Completion (Actual): January 31, 2026

Study Registration Dates

• First Submitted: June 28, 2026
• First Submitted That Met QC Criteria: June 28, 2026
• First Posted (Actual): July 6, 2026

Study Record Updates

• Last Update Posted (Actual): July 6, 2026
• Last Update Submitted That Met QC Criteria: June 28, 2026
• Last Verified: June 1, 2026

More Information

Terms related to this study

• Keywords: Cognitive Behavioral Therapy; Internet Addiction; Nursing Students; Procrastination; Mental Health Nursing
• Additional Relevant MeSH Terms: Technology Addiction; Behavior, Addictive; Compulsive Behavior; Impulsive Behavior; Behavior; Internet Addiction Disorder
• Other Study ID Numbers: 2025-28

Plan for Individual participant data (IPD)

• Plan to Share Individual Participant Data (IPD)?: NO

Drug and device information, study documents

• Studies a U.S. FDA-regulated drug product: No
• Studies a U.S. FDA-regulated device product: No