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

NCT07683052 | Completed

• 1 other identifier: 2025-28
• Study Type: interventional
• Target: 56
• Locations: 1 country
• Sites: 1

Brief Summary

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.

Conditions

Procrastination; Internet Addiction

Keywords

Internet Addiction; Procrastination; Cognitive Behavioral Therapy; Nursing Students; Mental Health Nursing

Outcome Measures

Primary Outcomes (2)

• 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

Study Arms (2)

Intervention Group

EXPERIMENTAL

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

Control Group

NO INTERVENTION

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.

Interventions

Cognitive Behavioral Approach-Based Psychoeducation Program BEHAVIORAL

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.

Intervention Group

Eligibility Criteria

• Age: 18 Years+
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Adult (18-64), Older Adult (65+)

You may qualify if:

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

You may not qualify if:

• 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

Sponsors & Collaborators

• Saglik Bilimleri Universitesi: lead

Study Sites (1)

Health Sciences University Gülhane Faculty of Nursing

Ankara, 06010, Turkey (Türkiye)

Location

Related Publications (5)

• Young KS; Internet addiction: the emergence of a new clinical disorder; CyberPsychology & Behavior; 1998; 1; 237-244

  BACKGROUND

• Balkıs M; Öğretmen adaylarının davranışlarındaki erteleme eğiliminin düşünme ve karar verme tarzları ile ilişkisi; Dokuz Eylül Üniversitesi; 2006; Yayınlanmamış doktora tezi

  BACKGROUND

• Aitken M E; A personality profile of the college student procrastinator; University of Pittsburgh; 1982; Dissertation Abstracts International; 43; 722

  BACKGROUND

• 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

  BACKGROUND

• 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

  BACKGROUND

MeSH Terms

Conditions

Internet Addiction Disorder

Condition Hierarchy (Ancestors)

Technology Addiction; Behavior, Addictive; Compulsive Behavior; Impulsive Behavior; Behavior

Study Officials

• Emine Öksüz, PhD

  Health Sciences University Hamidiye Faculty of Nursing, Istanbul, Turkey

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: NONE
• Masking Details: Blinding was not applied to participants or intervention providers due to the nature of the psychoeducation intervention. However, data entry was performed in a blinded manner to minimize bias.
• Purpose: PREVENTION
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Specialist Nurse, PhD Candidate

Model Details: This study was a randomized controlled experimental study with pre-test, post-test, and follow-up assessments, including intervention and control groups. Simple randomization was used to assign participants to either the intervention or control group.

Study Record Dates

• First Submitted: June 28, 2026
• First Posted: July 6, 2026
• Study Start: November 1, 2025
• Primary Completion: January 31, 2026
• Study Completion: January 31, 2026
• Last Updated: July 7, 2026

Record last verified: 2026-07

Data Sharing

• IPD Sharing: Will not share

Locations

TU (1)