Abstract
Abstract
Correlational studies have shown that students who forgive themselves for procrastinating are less likely to engage in academic procrastination. This randomized controlled pilot study evaluated a self-forgiveness intervention to reduce academic procrastination and increase self-forgiveness. We also examined its effects on students’ mental health. Of 416 Slovak university students randomized to the experimental group (n = 208) or waiting-list control group (n = 208), 257 confirmed informed consent to continue to the second study phase, 172 completed the post-test, and 159 completed the one-month follow-up. The final completer sample (n = 159) had a mean age of 22.60 years (SD = 3.43). The intervention comprised selected exercises adapted from Worthington’s self-forgiveness workbook, and outcomes were assessed using self-report measures. Compared with the waiting-list control group, the experimental group showed greater reductions in academic procrastination, anxiety, and depression, along with greater improvements in self-forgiveness for academic procrastination, dispositional self-forgiveness, and self-compassion at post-test and one-month follow-up. The results provide preliminary evidence that the self-forgiveness intervention may help students reduce academic procrastination. Self-forgiveness may reduce negative emotions, support taking responsibility and engaging in reparative action, and decrease avoidance of academic obligations.