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Mind Games as therapeutic intervention for Procrastination among University students
Althobiati, Baraa
Althobiati, Baraa
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Abstract
This study aimed to examine the effect of a cognitive training program based on the Dual N Back task in improving working memory and attention and reducing academic procrastination in college students. The study adopted a quasi-experimental design with a single-group pretest/post-test methodology. Eight college students participated in the training over a specified period and were assessed using measures of working memory (Digit Span, letter and number sequencing, and N-Back difficulty), attention (symbol search task), and academic procrastination. Statistical analyses using paired samples t-tests showed no statistically significant improvement in most measures of working memory after the intervention. Slight increases were observed in some scores, particularly in the letter and number sequencing test, but they did not reach the level of significance. However, a significant improvement was observed in the symbol search task (p = .011), suggesting an improvement in visual processing speed and selective attention after training. Although a decrease in scores was observed after the intervention, this decrease did not achieve statistical significance (p = 0.068). Pearson correlation analyses also revealed that there was no statistically significant relationship between memory or attention performance after the intervention and levels of academic procrastination. Overall, the results suggest that improving working memory, attention, through Dual N-Back training may not be sufficient to significantly reduce academic procrastination behaviors.