学业拖延是指非理性地推迟学业任务的开始，并感到持续的紧张不安等消极情绪。它是学生群体中常见的行为，特别是高中生的学业任务最重，可能引发很多负面后果，例如较差的学业成果、低自我效能感，较高的焦虑和压力水平等。因此，对高中生的学业拖延进行干预有重要意义。本研究旨在通过个案研究法，采用接纳承诺疗法(ACT)对一例有学业拖延的高中生个案进行干预，以检验该疗法的有效性和适用性。研究者对个案进行每次50分钟、共10次的咨询干预，按照接纳承诺疗法的干预模式，主要使用了该疗法的正念、接纳、认知解离、价值观澄清等技术。咨询结束2个月后进行一次回访，以了解效果的保持度。研究者使用接纳与行动问卷第2版中文版、Aitken拖延问卷[中学生版]和焦虑自评量表进行前测、后测和追踪测，根据量表结果进行量化分析。研究者通过半结构化访谈的反馈结果进行质性分析，以探究研究的有效性和疗法对干预对象的适用性。研究结果显示，通过咨询干预，来访者的学习拖延行为显著下降，焦虑情绪水平下降，量表分数达到正常水平，心理灵活程度提高。量化和质性分析均表明，接纳承诺疗法对个案学习拖延行为症状的干预有良好效果。研究还讨论了研究的困难与挑战和研究者的今后改进方向。

Academic procrastination refers to the irrational delay in the beginning of academic tasks, and the feeling of constant nervousness and other negative emotions. It is a common behavior among students, especially high school students, who have the heaviest academic tasks. It may cause many negative consequences, such as poor academic achievement, low self-efficacy, and high anxiety and stress levels. Therefore, it is of great significance to intervene high school students' academic procrastination. The purpose of this study is to test the effectiveness and applicability of acceptance commitment therapy(ACT) in an case study of a high school student with academic procrastination. The researchers conducted a total of 10 counseling interventions for 50 minutes each. According to the intervention model of ACT, the techniques of mindfulness, acceptance, dissociation and value clarification were mainly used. A return visit was conducted 2 months after intervention to find out the maintenance of the effect. The researchers used the Chinese version of Acceptance and Action Questionnaire-2nd Edition, Aitken procrastination Inventory and Self-rating Anxiety Scale for pre-test, post-test and follow-up, and the data were quantitatively analyzed. Qualitative analysis was conducted based on the feedback from the semi-structured interview to explore the effectiveness of the study and the applicability of ACT. The results of the study showed that, through 10 psychological interventions the academic procrastination behavior of the client significantly decreased, the level of anxiety decreased to  normal, and the degree of psychological flexibility was improved. Both quantitative and qualitative analysis showed showed preliminary results, that ACT has a good effect on the intervention of academic procrastination behavior and symptoms in case study. The challenges of the study and the future improvement directions of the researchers are also discussed.