The Effectiveness of Cognitive Restructuring Techniques in Reducing Academic Procrastination among Junior High School Students

Epin Candra Buana (SMP Negeri 1 Kepung, Kab. Kediri)
Ebtaniz Zulwidyaningtyas (SMA Negeri 2 Pare, Kab. Kediri)

International Journal of Counseling and Psychotherapy
Vol. 2 No. 1 (2025): International Journal of Counseling and Psychotherapy, 2(1), 2025

Background: Academic procrastination is a significant problem experienced by many junior high school students. This behavior often leads to decreased productivity in completing academic assignments and can negatively impact students' overall academic performance. Objective: The objective of this study is to examine the effectiveness of cognitive restructuring techniques in reducing academic procrastination among junior high school students by helping them replace negative thought patterns with more positive and productive ones. Method: This research employed a mixed-method approach using a Sequential Explanatory design, which integrates quantitative and qualitative methods. The study was conducted in 2023 at SMP Negeri 1 Kepung. Data were collected through a questionnaire, and the quantitative data were analyzed using the t-test to determine the significance of the intervention. Result: The results indicated that cognitive restructuring techniques delivered through group counseling were effective in reducing academic procrastination behavior in students. The intervention led to measurable improvements in students' ability to manage their academic tasks more responsibly. Conclusion: Cognitive restructuring is a beneficial technique for addressing academic procrastination. By modifying students' maladaptive thoughts, it contributes to improved learning behavior and increased academic engagement. Originality/Value: This study provides valuable empirical contributions to the field of Educational Guidance and Counseling by demonstrating the effectiveness of cognitive restructuring techniques delivered via group counseling in replacing maladaptive thought patterns regarding academic procrastination among junior high school students using a Sequential Explanatory mixed-method design, an area with limited comprehensive investigation at the secondary school level. These findings enrich existing empirical evidence and serve as a strategic reference for school counselors, educational psychologists, and educators in designing structured cognitive interventions to enhance students' academic responsibility and learning engagement.