De la procrastination scolaire à la flexibilité psychologique :

considérations empiriques, théoriques et cliniques

  • Natan Plouffe Université de Sherbrooke
  • Frédérick Dionne, Professeur University of Quebec in Trois-Rivières
  • Guylaine Côté, Professeure Université de Sherbrooke

Abstract

The acceptance and commitment therapy (ACT) model is a promising approach in conceptualizing academic procrastination. It is also relevant to study the efficacy of ACT’s interventions on academic procrastination and to gain a better understanding of the mechanisms involved in this problem. This article has three aims: 1) to present new approaches in treating academic procrastination among university students, 2) to review the present state of knowledge of academic procrastination from an ACT perspective and 3) to propose a new intervention protocol based on ACT for academic procrastination.

Keywords: academic procrastination, acceptance and commitment therapy (ACT), psychological flexibility, cognitive and behavioural therapy (CBT)

Published
2020-06-22
How to Cite
Plouffe, N., Dionne, F., & Côté, G. (2020). De la procrastination scolaire à la flexibilité psychologique : : considérations empiriques, théoriques et cliniques. Canadian Journal of Education/Revue Canadienne De l’éducation, 43(2), 341-366. Retrieved from https://journals.sfu.ca/cje/index.php/cje-rce/article/view/4031