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

Internet addiction and academic procrastination tendency are increasingly common problems among university students and may negatively affect academic performance, psychological well-being, and professional development. Nursing students are considered a high-risk group due to intensive academic workload and frequent exposure to digital technologies. Cognitive behavioral approaches are widely used in addressing maladaptive thoughts and behaviors associated with problematic internet use and procrastination; however, evidence regarding structured psychoeducation programs based on this approach among nursing students is limited.

This randomized controlled experimental study with a pre-test, post-test, and one-month follow-up design was conducted between November 2025 and January 2026 at the Faculty of Nursing of a public university in Ankara, Türkiye. The study population consisted of undergraduate nursing students, and a total of 56 participants were included, with 28 assigned to the intervention group and 28 to the control group through random allocation.

The intervention group received a cognitive behavioral approach-based psychoeducation program consisting of eight weekly sessions. Each session lasted 90 minutes and was delivered face-to-face in a group format. For implementation purposes, the intervention group was divided into three smaller subgroups. The program focused on increasing awareness of internet use behaviors, identifying cognitive distortions, developing time management skills, and improving coping strategies. The control group did not receive any intervention during the study period.

Data were collected using a Personal Information Form, the Young Internet Addiction Test-Short Form, and the Academic Procrastination Tendency Scale. Measurements were obtained at three time points: baseline (pre-test), immediately after the intervention (post-test), and one month after the intervention (follow-up). In the control group, assessments were conducted in parallel with the intervention group.

Statistical analyses were performed using SPSS version 22.0. Normality of data distribution was assessed using the Shapiro-Wilk test. Depending on the distribution characteristics, independent samples t-test, one-way analysis of variance, Mann-Whitney U test, Friedman test, and Wilcoxon signed-rank test were used. Post-hoc analyses with Bonferroni correction were applied where appropriate. Statistical significance was set at p<0,05.

• 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.

Primary outcomes

• Internet Addiction Severity Assessed by Young Internet Addiction Test - Short Form [Baseline, week 8 (post-intervention), and 1-month follow-up]: 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.
• Academic Procrastination Tendency Assessed by Academic Procrastination Scale [Baseline, week 8 (post-intervention), and 1-month follow-up]: 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.

Sex: All, ages: 18 Years to any, accepts healthy volunteers

Inclusion Criteria:

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

Exclusion Criteria:

* 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

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• Emine Öksüz, PhD, Principal investigator, Health Sciences University Hamidiye Faculty of Nursing, Istanbul, Turkey