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All Journal Psyche: Jurnal Psikologi IDEA: Jurnal Psikologi
Fatimah Zahra
Universitas Muhammadiyah Lampung
Humanities Education Social Sciences

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Mindful Echo-Journaling sebagai Intervensi Inovatif untuk Menurunkan Prokrastinasi Akademik di Era Digital Fatimah Zahra; Meilia Ishar; Meti Puspitasari
IDEA: Jurnal Psikologi Vol. 10 No. 1 (2026): IDEA: Jurnal Psikologi
Publisher : Universitas Darul Ulum

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Abstract

Academic procrastination in the digital era has increased due to social media distractions, information overload, and low mindfulness in managing attention. This study aims to examine the effectiveness of the Mindful Echo-Journaling program as a mindfulness-based strategy to reduce academic procrastination among college students. A quasi-experimental pretest–posttest design with two groups was used, consisting of an experimental group that received the intervention and a control group that did not. The Procrastination Assessment Scale for Students (PASS) was employed for measurement. The results showed a significant decrease in procrastination scores in the experimental group, from 73.94 to 59.78 (t(18)=7.78, p<0.05), while the control group showed no significant change (t(18)=-0.26, p>0.05). An independent t-test also indicated significant differences between the two groups (t(36)=-2.826, p=0.008). In conclusion, the Mindful Echo-Journaling program is effective in reducing academic procrastination among students and holds promise as an applicable mindfulness-based intervention in higher education settings.
THE EFFECT OF PSYCHOLOGICAL DISTRESS AND PSYCHOLOGICAL WELL-BEING ON THE DURATION OF ACADEMIC DELAY AMONG STUDENTS AT UNIVERSITY X Setriani Setriani; Daffa Tiara Kurnia Prastiwi; Fatimah Zahra
Psyche: Jurnal Psikologi Vol 8, No 2 (2026)
Publisher : Universitas Muhammadiyah Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36269/psyche.v8i2.5469

Abstract

Academic delay is a multifaceted challenge frequently encountered by final-year university students. This study aimed to examine the predictive role of psychological distress and psychological well-being on the duration of academic delay among semester 10–14 students at University X. A quantitative regression design was employed with 31 purposively sampled participants. Data were collected using the Indonesian version of the Mental Health Inventory (MHI-38; Parombean et al., 2023). Multiple regression analysis revealed that psychological distress and psychological well-being did not significantly predict the duration of academic delay, neither simultaneously (F = 0.756; p = 0.479) nor partially (distress: β = −0.190, p = 0.398; well-being: β = 0.268, p = 0.237). These findings suggest that psychological condition alone is insufficient to fully explain the phenomenon of academic delay, underscoring the need for a multidimensional approach that integrates academic, structural, and psychological factors to understand students’ delayed graduation. Practically, university counseling centers are recommended to implement semester-based psychological screening and differentiated interventions—prioritizing students from semester 9 onward—as part of an integrated academic support system.
Co-Authors Daffa Tiara Kurnia Prastiwi Meilia Ishar Meti Puspitasari Setriani Setriani