Background
depression, ’ depression, anxiety
IMI
Academic procrastination, the phenomenon of postponing intended and necessary study-related tasks despite the expectation of negative consequences, is widespread among college students [Research suggests guidance to be a decisive mechanism of change in IMI, likely due to its motivation and engagement facilitating effect [The combination of automated support with further PSD principles may be a resource-saving alternative to guidance in IMI to increase users’ motivation and engagement and thus might be equally effective as human guidance.Since the existing research in this field is still limited, this study aims to make an important contribution based on the following research questions:
Is the guidance by a digital coach non-inferior to the active control group guided by a human coach regarding the reduction of procrastination (primary outcome)?Is the guidance by a digital coach non-inferior to the active control group guided by a human coach regarding the improvement of students’ depression, anxiety, susceptibility to temptation, self-efficacy, perceived stress, and social support?Does StudiCare procrastination improve procrastination, depression, anxiety, susceptibility to temptation, self-efficacy, perceived stress, and social support in college students?Are there potential predictors of the effect across groups on procrastination, depression, anxiety, susceptibility to temptation, self-efficacy, perceived stress, and social support?Is StudiCare procrastination with digital coach non-inferior to the active control group guided by a human coach in terms of feasibility, as measured by therapeutic alliance, adherence, usability, dropout, and reported subjective negative side effects?