Strategi Self-Regulation Berbasis Cognitive Behavioral Therapy dalam Mengurangi Prokrastinasi Akademik pada Mahasiswa

Abstract

Academic procrastination is a common problem experienced by college students and negatively impacts academic achievement, academic quality, and psychological well-being. This behavior arises from weak self-regulation skills, characterized by difficulties in planning, self-control, and evaluating academic activities. Cognitive factors such as irrational thoughts, fear of failure, perfectionism, and low self-efficacy also strengthen the tendency to procrastinate. This study aims to examine Cognitive Behavioral Therapy (CBT)-based self-regulation strategies in reducing academic procrastination in college students. The research method used is library research by reviewing various books, journal articles, and previous research results relevant to academic procrastination, self-regulation, and CBT. The results of the study indicate that the CBT approach is effective in helping students identify and reconstruct maladaptive thought patterns that trigger procrastination, as well as improving self-regulation skills through self-management techniques. CBT-based self-regulation strategies include self-monitoring, cognitive restructuring, goal setting, step-by-step task planning, self-reinforcement, and behavioral activation. The integration of these strategies has been shown to improve students' self-control, self-efficacy, and consistency in completing academic assignments. Therefore, Cognitive Behavioral Therapy-based self-regulation strategies are recommended as an effective and applicable counseling approach to reducing academic procrastination and supporting students' ongoing learning independence.