With the raw journal entries and verbatim interview transcripts as data sources, inductive thematic analysis was used to understand how the journaling experience influenced students’ procrastination tendencies. The journaling tool built upon principles of self-monitoring and reflective writing to bring greater awareness to students’ behaviors. In a small-scale intervention study, college students who self-identified as procrastinators maintained biweekly journals and participated in a one-on-one, semi-structured interview about their experiences. Prior research suggests that procrastination tendencies are amenable to change, but the mechanisms behind successful interventions are not fully understood. Procrastination is a common source of academic struggles among college students.
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