Procrastination has been a concept that has recently gained attention. Current research has provided data that suggests there is a positive relationship between committed action (goal setting) and procrastination (Gagnon, Dionne, & Pychyl, 2016). This study had collected data from self-report only using a procrastination scale that has been globally validated (Steel, 2010). Acceptance and Commitment Therapy (ACT) interacts with a person’s psychological flexibility, which can be described as the ability to contact the present moment and then adapt to changes in that moment (Hayes, Strosahl, & Wilson, 2011). Committed action is just part of the six components that make up ACT. Committed action as a concept is concerned with the goals we take on a daily basis that bring us closer to our values. It stands to reason, that the more a person commits to these actions, the less they might procrastinate. The current study extends the existing literature by exploring the possible effect committed action (goal setting) sessions may have on the relationship between procrastination and committed action by examining discussion question turn in across two groups. The outcomes of this analysis may lend to the literature concerning developing a more effective classroom setting (Bijou, 1970). The current study’s purpose is then to increase the level of understanding we have concerning procrastination through a committed action intervention.

The purpose of the current study is to evaluate to determine whether or not two components of Acceptance and Commitment Therapy, committed actions and values, would have an impact on decreasing potential academic procrastination and increasing minutes work engagement (Hayes et al., 2001). Using a concurrent multiple baseline design, three participants recorded schoolwork activity in minutes throughout the study. The two interventions consisted of one phase where participants identified and acted in accordance with their personal values. The second intervention participants identified, created and applied S.M.A.R.T. goals to their daily lives (Muñoz-Olano & Hurtado-Parrado, 2017). Two participants had recorded an increase in minutes worked daily (Covington, 2000). Implications of these results and future research is discussed. Keywords: academic procrastination, values, S.M.A.R.T. goals, committed actions, ACT