FROM DELAYING TO DELIVERING: SELF-MANAGEMENT TRAINING FOR YOUTH MINISTRY LEADERS IN GKI GEJAYAN

Chrysan Gomargana; Sandra Handayani Sutanto; Samuel Adiprasetya Isaputra

doi:10.30598/pakem.6.3.532-543

Chrysan Gomargana Faculty of Psychology, Universitas Pelita Harapan
Sandra Handayani Sutanto Faculty of Psychology, Universitas Pelita Harapan
Samuel Adiprasetya Isaputra Faculty of Psychology, Universitas Pelita Harapan

DOI: https://doi.org/10.30598/pakem.6.3.532-543

Keywords: experiential learning, generation z, self-management, youth leaders, procrastination

Abstract

Procrastination is a persistent challenge among Generation Z adolescents navigating distraction-rich digital environments. This community service program aimed to strengthen knowledge of procrastination and self-management strategies and support their practical application among teen leaders of the GKI Gejayan Youth Commission. Forty participants completed a four-phase program comprising qualitative needs assessment and socialization, on-site training, mentored practice, and evaluation. The instructional design integrated Kolb's Experiential Learning framework with selected learner-centered principles adapted from Knowles' andragogical approach, while evaluation was organized using Kirkpatrick's Four-Level Model. A paired-sample t-test showed a statistically significant increase in self-management knowledge from pre-test (M = 70.00, SD = 12.50) to post-test (M = 80.00, SD = 11.80), t(39) = 7.44, p < .001, d = 1.18. Participant satisfaction was high for both training content (M = 4.80/5) and facilitators (M = 4.82/5). Exploratory qualitative findings from task journals, self-reports, observations, and partner feedback suggested greater awareness of procrastination triggers, application of selected self-management strategies, and favorable changes in aspects of ministry coordination. Because these behavioral and team-level outcomes were not assessed using standardized pre-post measures, they were interpreted descriptively. Overall, the program demonstrated significant knowledge gains and preliminary evidence of strategy application, supporting the feasibility of experiential self-management training in a faith-based youth-community setting.

Downloads

Download data is not yet available.

References

Armstrong, L. L., Desson, S., St. John, E., & Watt, E. (2019). The DREAM program: developing resilience through emotions, attitudes, & meaning (gifted edition)–a second wave positive psychology approach. Counselling Psychology Quarterly, 32(3-4), 307-332. https://doi.org/10.1080/09515070.2018.1559798

Behnagh, R. F., & Ferrari, J. R. (2022). Exploring 40 years on affective correlates to procrastination. Current Psychology, 41(2), 1097-1111. https://doi.org/10.1007/s12144-021-02653-z

Bureau, J. S., Howard, J. L., Chong, J. X. Y., & Guay, F. (2022). Pathways to student motivation: A meta-analysis of antecedents of autonomous and controlled motivations. Review of Educational Research, 92(1), 46–72. https://doi.org/10.3102/00346543211042426

Carter, N., Bryant-Lukosius, D., DiCenso, A., Blythe, J., & Neville, A. J. (2014). The use of triangulation in qualitative research. Oncology Nursing Forum, 41(5), 545–547. https://doi.org/10.1188/14.ONF.545-547

Chu, A. H. C., & Choi, J. N. (2005). Rethinking procrastination: Positive effects of “active” procrastination behavior on attitudes and performance. The Journal of Social Psychology, 145(3), 245–264. https://doi.org/10.3200/SOCP.145.3.245-264

Dawson, P. (2021). Helping children and teens strengthen executive skills. Archives of Clinical Neuropsychology, 36(7), 1279-1282. https://doi.org/10.1093/arclin/acab057

Dimock, M. (2019). Defining Generations: Where Millennials End and Generation Z Begins. Pew Research Center, 17(1), 1-7.

Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62(1), 107–115. https://doi.org/10.1111/j.1365-2648.2007.04569.x

Fukuda, M., & Zusman, E. (2024). Meaningful Youth Engagement in Sustainability Processes in Japan and Finland. Sustainability, 16, 6415. https://doi.org/10.3390/su16156415

Gollwitzer, P. M., & Sheeran, P. (2006). Implementation intentions and goal achievement: A meta-analysis of effects and processes. Advances in Experimental Social Psychology, 38, 69–119. https://doi.org/10.1016/S0065-2601(06)38002-1

Hauk, D., & Gröschner, A. (2022). How effective is learner-controlled instruction under classroom conditions? A systematic review. Learning and Motivation, 80, 101850. https://doi.org/10.1016/j.lmot.2022.101850

Karim, N. F., Minarni, & Alim, S. (2021). Can fear of failure predict academic procrastination? INSPIRA, 2(2), 105-112. https://doi.org/10.32505/inspira.v2i2.3402

Kirkpatrick, J. D., & Kirkpatrick, W. K. (2016). Kirkpatrick's Four Levels of Training Evaluation. Association for Talent Development.

Kitzinger, J. (1995). Qualitative research: Introducing focus groups. BMJ, 311(7000), 299–302. https://doi.org/10.1136/bmj.311.7000.299

Klingsieck, K. B. (2013). Procrastination: When good things don't come to those who wait. European Psychologist, 18(1), 24-34.

Knowles, M. S. (1984). Andragogy in action: Applying modern principles of adult learning. Jossey-Bass.

Kolb, A. Y., & Kolb, D. A. (2006). Learning Styles and Learning Spaces. In Learning Styles and Learning (pp. 45-91).

Lewier, M., Supriyono, A. Y., & Triyana, E. (2025). OPTIMALISASI PERAN MAHASISWA PBSI DALAM PKM MELALUI SOSIALISASI DAN COACHING. PAKEM: Jurnal Pengabdian Kepada Masyarakat, 5(2), 97-108. https://doi.org/10.30598/pakem.5.2.97-108

OECD. (2018). Education at a Glance 2018: OECD Indicators. OECD Publishing.

Perez-Jorge, D., et al. (2024). Tomorrow Never Comes: The Risks of Procrastination for Adolescent Health. European Journal of Investigation in Health, Psychology and Education, 14(8), 2140-2156. https://doi.org/10.3390/ejihpe14080143

Rad, H. F., et al. (2025). Predicting academic procrastination based on academic self-efficacy. Scientific Reports, 15, Article 3003. https://doi.org/10.1038/s41598-025-87664-7

Rajeshwari, S., & Meenakshi, S. (2023). The Age of Doom Scrolling. Journal of Education and Health Promotion, 12(1), 21. https://doi.org/10.4103/jehp.jehp_838_22

Rebetez, M. M. L., et al. (2018). Procrastination as a self-regulation failure. Psychological Reports, 121(1), 26-41. https://doi.org/10.1177/0033294117720695

Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860. https://doi.org/10.1016/j.cedpsych.2020.101860

Sharma, B., Lee, S. S., & Johnson, B. K. (2022). The dark at the end of the tunnel: Doomscrolling on social media newsfeeds. Technology, Mind, and Behavior, 3(1), 144–156. https://doi.org/10.1037/tmb0000059

Sholehah, S., Sangka, K., & Hamidi, N. (2018). Academic Procrastination on Digital Native Higher Degree Student. In Proc. ICTTE 2018 (pp. 416-421). Atlantis Press. https://doi.org/10.2991/ictte-18.2018.78

Sirois, F., & Pychyl, T. (2013). Procrastination and the Priority of Short-Term Mood Regulation. Social and Personality Psychology Compass, 7(2), 115-127. https://doi.org/10.1111/spc3.12011

Steel, P. (2007). The Nature of Procrastination. Psychological Bulletin, 133(1), 65-94.

Sumer, C., & Buttner, O. B. (2022). I'll do it after one more scroll. Frontiers in Psychology, 13, Article 918306. https://doi.org/10.3389/fpsyg.2022.918306

Twenge, J. M. (2017). iGen. Simon and Schuster.

Valenzuela, R., et al. (2020). Young university students' academic self-regulation profiles. Frontiers in Psychology, 11, Article 354. https://doi.org/10.3389/fpsyg.2020.00354

Yosopov, L., et al. (2024). Failure sensitivity in perfectionism and procrastination. Journal of Psychoeducational Assessment, 42(6), 705-724. https://doi.org/10.1177/07342829241249784