Beyond positive thinking: A randomized trial of mental contrasting with implementation intentions to curb academic procrastination

Academic procrastination is a pervasive challenge in higher education, particularly within low-structure, digitally mediated learning environments. This study investigates the efficacy of Mental Contrasting with Implementation Intentions (MCII) as an intervention to reduce procrastination among undergraduate students in a private Chinese university. Grounded in the Temporal Decision Model, the study employed a randomized controlled design (N = 81) comparing MCII with a Positive Thinking Strategy (PTS) control. Three outcomes were assessed: task aversiveness, outcome utility, and willingness to initiate academic tasks, using pre-test, post-test, and one-week follow-up data. Results revealed that MCII significantly reduced task aversiveness and improved willingness to act relative to PTS, with effects sustained over time. Although both interventions enhanced outcome utility, MCII demonstrated superior retention. These findings offer theoretical validation of the dual-process model of procrastination and highlight the MCII's promise as a scalable, low-cost intervention that fosters emotional regulation and volitional planning in higher education. Implications for culturally responsive instructional practices and self-regulated learning strategies are discussed.