Academic procrastination is a prevalent and pernicious self-regulation failure, which affects students’ academic performance, health, and well-being. We conducted a systematic review of the recent (i.e., 2018 and subsequent) literature on the efficacy of interventions designed to reduce academic procrastination in several relevant online databases. Twenty-one studies, which matched our criteria for inclusion, were included in our review. These studies reported on a variety of interventions; 17 of them reported significant reductions in students’ academic procrastination. Our research adds to the existing literature on procrastination by identifying critical recent findings from academic procrastination intervention research. In addition, our review identified gaps in the existing literature that should be explored in future research, such as the lack of interventions focusing on strengthening conscientiousness and the need to conduct mediation and moderation analyses to understand the mechanism(s) through which interventions affect procrastination and identify boundary conditions for their effectiveness. Finally, we included a set of recommendations to guide teachers/instructors when selecting procrastination interventions they could feasibly implement in their classrooms.

学业拖延是一种普遍存在且有害的自我调节失败，影响学生的学业成绩、健康和福祉。我们对几个相关在线数据库中最近（即 2018 年及后续）关于旨在减少学业拖延的干预措施的有效性的文献进行了系统回顾。我们的综述中纳入了二十一项符合我们纳入标准的研究。这些研究报告了各种干预措施；其中 17 人表示学生的学业拖延现象显着减少。我们的研究通过确定学术拖延干预研究的最新关键发现，丰富了有关拖延的现有文献。此外，我们的回顾还发现了现有文献中应在未来研究中探讨的空白，例如缺乏注重加强责任心的干预措施，以及需要进行中介和调节分析以了解干预措施影响拖延的机制并确定其有效性的边界条件。最后，我们提出了一系列建议，以指导教师/讲师选择可以在课堂上切实实施的拖延干预措施。