<![CDATA[Academic procrastination refers to the behavior of delaying the completion of academic tasks. This behavior can negatively affect academic achievement and the quality of assignment outcomes while also increasing student stress. This study aimed to examine the effect of group counseling services using the Reality Therapy approach on reducing academic procrastination among students at SMAN 3 Batusangkar. The study employed a quantitative approach with a quasi experimental method using a one group pretest posttest design. The sample consisted of 10 students selected through simple random sampling. Data were collected using a self developed Likert scale academic procrastination instrument based on Ferrari’s (1995) theoretical framework. Data were analyzed using a paired samples t test and an N Gain test. The results indicated a decrease in academic procrastination following the provision of group counseling services using the Reality Therapy approach, which were delivered over six sessions of approximately 50 minutes each. The paired samples t test revealed a statistically significant difference between the pretest and posttest scores (t(9) = 6.845, p < .001). The mean academic procrastination score decreased from 103.50 in the pretest to 69.00 in the posttest. The N Gain analysis indicated a 66% reduction in academic procrastination, which falls within the moderate category. These findings indicate that academic procrastination scores decreased significantly following the provision of group counseling services using the Reality Therapy approach.]]>
Copyrights © 2026
