Examined two mechanisms of change under paradoxical interventions (reactance and increased sense of self-efficacy) with procrastinating college students (N=49 and N=58). Measured study time and perceived self-efficacy before and after treatment. Under paradoxical interventions, subjects higher on initial reactance benefited more from therapy than subjects with low reactance. In self-control treatment increased study time was accompanied by increased self-efficacy. (Author/PVV)