@article{35420,
  abstract     = {{<jats:p>Procrastination refers to voluntarily postponing an intended course of action despite expecting to be worse off for this delay, and students are considered to be especially negatively affected. According to estimates in the literature, at least half of the students believe procrastination impacts their academic achievements and well-being. As of yet, evidence-based ideas on how to differentiate severe from less severe cases of procrastination in this population do not exist, but are important in order to identify those students in need of support. The current study recruited participants from different universities in Sweden to participate in an anonymous online survey investigating self-rated levels of procrastination, impulsivity, perfectionism, anxiety, depression, stress, and quality of life. Furthermore, diagnostic criteria for pathological delay (PDC) as well as self-report items and open-ended questions were used to determine the severity of their procrastination and its associated physical and psychological issues. In total, 732 participants completed the survey. A median-split on the Pure Procrastination Scale (PPS) and the responses to the PDC were used to differentiate two groups; “less severe procrastination” (PPS ≤ 2.99; <jats:italic>n</jats:italic> = 344; 67.7% female; <jats:italic>M</jats:italic> age = 30.03; <jats:italic>SD</jats:italic> age = 9.35), and “severe procrastination” (PPS ≥ 3.00; <jats:italic>n</jats:italic> = 388; 66.2% female; <jats:italic>M</jats:italic> age = 27.76; <jats:italic>SD</jats:italic> age = 7.08). For participants in the severe group, 96–97% considered procrastination to a problem, compared to 42–48% in the less severe group. The two groups also differed with regard to considering seeking help for procrastination, 35–38% compared to 5–7%. Participants in the severe group also reported more problems of procrastination in different life domains, greater symptoms of psychological issues, and lower quality of life. A thematic analysis of the responses on what physical issues were related to procrastination revealed that these were characterized by stress and anxiety, e.g., tension, pain, and sleep and rest, while the psychological issues were related to stress and anxiety, but also depression, e.g., self-criticism, remorse, and self-esteem. The current study recommends the PPS to be used as an initial screening tool, while the PDC can more accurately determine the severity level of procrastination for a specific individual.</jats:p>}},
  author       = {{Rozental, Alexander and Forsström, David and Hussoon, Ayah and Klingsieck, Katrin B.}},
  issn         = {{1664-1078}},
  journal      = {{Frontiers in Psychology}},
  keywords     = {{General Psychology}},
  publisher    = {{Frontiers Media SA}},
  title        = {{{Procrastination Among University Students: Differentiating Severe Cases in Need of Support From Less Severe Cases}}},
  doi          = {{10.3389/fpsyg.2022.783570}},
  volume       = {{13}},
  year         = {{2022}},
}

@article{35415,
  abstract     = {{<jats:p> Abstract. Procrastination is the irrational delay of an intended task and is common among students. A delay can only be defined as procrastination when it is voluntary, the action was intended but not implemented, and the delay is accompanied by subjective discomfort. Established scales of procrastination cover mainly behavioral aspects but have neglected the emotional aspect. This inaccuracy concerning the construct validity might entail misconceptions of procrastination. Accordingly, we developed and validated the Behavioral and Emotional Academic Procrastination Scale (BEPS), which covers all aspects of the definition of procrastination. The 6-item scale measuring self-reported academic procrastination was tested in three studies. Study 1 ( N = 239) evaluated the psychometric qualities of the BEPS, indicating good item characteristics and internal consistency. Study 2 ( N = 1,441) used confirmatory factor analysis and revealed two correlated factors: one covering the behavioral aspect and the other reflecting the emotional aspect. Measurement invariance was shown through longitudinal and multigroup confirmatory factor analyses. Study 3 ( N = 234) provided evidence for the scale’s convergent validity through correlations with established procrastination scales, self-efficacy, and neuroticism. The BEPS thus economically operationalizes all characteristics of academic procrastination and appears to be a reliable and valid self-report measure. </jats:p>}},
  author       = {{Bobe, Julia and Schnettler, Theresa and Scheunemann, Anne and Fries, Stefan and Bäulke, Lisa and Thies, Daniel O. and Dresel, Markus and Leutner, Detlev and Wirth, Joachim and Klingsieck, Katrin B. and Grunschel, Carola}},
  issn         = {{1015-5759}},
  journal      = {{European Journal of Psychological Assessment}},
  keywords     = {{Applied Psychology}},
  publisher    = {{Hogrefe Publishing Group}},
  title        = {{{Delaying Academic Tasks and Feeling Bad About It}}},
  doi          = {{10.1027/1015-5759/a000728}},
  year         = {{2022}},
}

@article{35416,
  abstract     = {{<jats:p> Zusammenfassung. Eine gut ausgebildete diagnostische Kompetenz von Lehrpersonen ist eine wesentliche Voraussetzung für gelingenden Unterricht und trägt maßgeblich zur akademischen und persönlichen Entwicklung von Schülern bei. Häufig sind Lehrpersonen jedoch nur bedingt dazu in der Lage, Schülermerkmale wie Leistung, Motivation oder Ängstlichkeit adäquat zu beurteilen. Eine Förderung der diagnostischen Kompetenz sollte bereits während des Studiums stattfinden, um Lehrpersonen früh auf diagnostische Situationen in der Schulpraxis vorzubereiten und negative Konsequenzen möglicher pädagogischer Fehlentscheidungen zu vermeiden. Dieser Beitrag vergleicht eine lehrendenzentrierte, eine problembasierte und eine digitale, simulationsbasierte Maßnahme zur Förderung unterschiedlicher Aspekte diagnostischer Kompetenz an einer Stichprobe von N = 166 Lehramtsstudierenden im Hinblick auf ihre Wirksamkeit. Es zeigen sich insbesondere Vorteile der simulationsbasierten Fördermaßnahme in den Bereichen intrinsische Motivation und Interesse sowie Nachteile der lehrendenzentrierten Maßnahme im Bereich des Wissens um das systematische Vorgehen im diagnostischen Prozess und der problembasierten Maßnahme im Bereich des Extraneous Cognitive Load. Die Ergebnisse werden insbesondere im Hinblick auf ihre praktischen Implikationen im Rahmen der Lehrerbildung und zunehmend digitalisierter Lehre diskutiert. </jats:p>}},
  author       = {{Grotegut, Lea and Klingsieck, Katrin B.}},
  issn         = {{1010-0652}},
  journal      = {{Zeitschrift für Pädagogische Psychologie}},
  keywords     = {{Developmental and Educational Psychology}},
  publisher    = {{Hogrefe Publishing Group}},
  title        = {{{Wie können unterschiedliche Aspekte diagnostischer Kompetenz                     gefördert werden?}}},
  doi          = {{10.1024/1010-0652/a000352}},
  year         = {{2022}},
}

@article{35419,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>Research on procrastination covers a variety of individual factors (e.g., conscientiousness) and this focus is reflected in interventions against procrastination. Less emphasis is put on situational and social factors that may help students reduce procrastination, such as social interdependence. Therefore, this study investigates the relationship between interdependence with academic procrastination and affective variables. Two vignette studies with student samples (<jats:italic>N</jats:italic><jats:sub><jats:italic>1</jats:italic></jats:sub> = 320, <jats:italic>N</jats:italic><jats:sub><jats:italic>2</jats:italic></jats:sub> = 193) were conducted and data was analyzed with regression analyses and analyses of covariance. Results of both studies show lower state procrastination in group work with interdependence compared to individual work, especially in participants with high trait procrastination. This difference is more pronounced when interdependence is accompanied by an active commitment to finish the task on time. Further, interdependent group work is related to increased positive affect and decreased negative affect. The results demonstrate the relevance of situational and social factors for academic procrastination, and point toward new approaches for intervention.</jats:p>}},
  author       = {{Koppenborg, Markus and Klingsieck, Katrin B.}},
  issn         = {{1381-2890}},
  journal      = {{Social Psychology of Education}},
  keywords     = {{Sociology and Political Science, Developmental and Educational Psychology, Social Psychology}},
  number       = {{1}},
  pages        = {{249--274}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Social factors of procrastination: group work can reduce procrastination among students}}},
  doi          = {{10.1007/s11218-021-09682-3}},
  volume       = {{25}},
  year         = {{2022}},
}

@article{35418,
  author       = {{Koppenborg, Markus and Klingsieck, Katrin B.}},
  issn         = {{1041-6080}},
  journal      = {{Learning and Individual Differences}},
  keywords     = {{Developmental and Educational Psychology, Education, Social Psychology}},
  publisher    = {{Elsevier BV}},
  title        = {{{Group work and student procrastination}}},
  doi          = {{10.1016/j.lindif.2022.102117}},
  volume       = {{94}},
  year         = {{2022}},
}

@misc{48786,
  author       = {{Hartung, Olaf}},
  booktitle    = {{sehepunkte}},
  issn         = {{1618-6168}},
  title        = {{{Rezension von: Viola Schrader: Historisches Denken und sprachliches Handeln. Eine qualitativ-empirische Untersuchung von Schülertexten. Münster et al.: LIT 2021}}},
  volume       = {{22, 6}},
  year         = {{2022}},
}

@inbook{49192,
  author       = {{Abdelrahem, Mohammed}},
  booktitle    = {{Rationalität in der Islamischen Theologie Band II: Die Moderne}},
  editor       = {{El Kaisy-Friemuth, Maha and Hajatpour, Reza and Abdelrahem, Mohammed}},
  keywords     = {{islamisches Recht. islamische Normenlehre, islamic law, Apostasie, Rationalität, Islam}},
  pages        = {{337--349}},
  publisher    = {{De Gruyter }},
  title        = {{{Die Frage der Apostasie im Islam – Rationale Behandlung von Adlabī und El-ʿAwwā}}},
  year         = {{2022}},
}

@book{42276,
  editor       = {{Abdelrahem, Mohammed and El Kaisy-Friemuth, Maha and Hajatpour, Reza}},
  publisher    = {{De Gruyter}},
  title        = {{{Rationalität in der Islamischen Theologie II: Die Moderne}}},
  volume       = {{Band II}},
  year         = {{2022}},
}

@inbook{47707,
  author       = {{Bartz, Christina}},
  booktitle    = {{Following. Ein Kompendium zu Medien der Gefolgschaft und Prozesse des Folgens}},
  editor       = {{Ganzert, Anne and Hauser, Philip and Otto, Isabell}},
  isbn         = {{9783110676228}},
  publisher    = {{ de Gruyter}},
  title        = {{{Teilen und die mediale Logik des Dabei-seins}}},
  year         = {{2022}},
}

@inbook{37422,
  author       = {{Markewitz, Friedrich and Schuster, Britt-Marie}},
  booktitle    = {{Im Nationalsozialismus}},
  keywords     = {{Kommunikationsgeschichte}},
  publisher    = {{V&R unipress}},
  title        = {{{Denkschrift}}},
  doi          = {{10.14220/9783737014601.223}},
  year         = {{2022}},
}

@inbook{37423,
  author       = {{Schuster, Britt-Marie and Wilk, Nicole M.}},
  booktitle    = {{Im Nationalsozialismus}},
  keywords     = {{Kommunikationsgeschichte}},
  publisher    = {{V&R unipress}},
  title        = {{{Blut}}},
  doi          = {{10.14220/9783737014601.367}},
  year         = {{2022}},
}

@article{48458,
  author       = {{Jacke, Christoph}},
  journal      = {{Kaput. Magazin für Insolvenz & Pop.}},
  title        = {{{Schorsch Kamerun: „Extra Vages machen wir aus tiefer Überzeugung“.}}},
  year         = {{2022}},
}

@inbook{48459,
  author       = {{Jacke, Christoph and Reynolds, Simon}},
  booktitle    = {{Jugend, Musik und Film.}},
  editor       = {{Dreckmann, Kathrin and Heinze, Carsten and Hoffmann, Dagmar and Matejovski, Dirk}},
  pages        = {{581--612}},
  publisher    = {{dup}},
  title        = {{{Forward & Rewind: Retromania in Music Documentary.}}},
  year         = {{2022}},
}

@article{43418,
  author       = {{Engemann, Mario}},
  journal      = {{Zeitschrift PädagogikUNTERRICHT}},
  number       = {{4}},
  pages        = {{55--56}},
  title        = {{{Ein kommentierter Tagungsbericht zur 4. Werkstatt Unterrichtsfach Pädagogik Ostwestfalen-Lippe (WUPO)}}},
  volume       = {{42}},
  year         = {{2022}},
}

@article{33952,
  abstract     = {{<jats:p>Aufgrund der heterogenen Schülerschaft im Berufsfeld Ernährung und Hauswirtschaft müssen Studierende für sprachbildenden Fachunterricht professionalisiert werden. Aufbauend auf einer theoretischen Fundierung werden konkrete Umsetzungsbeispiele anhand von drei exemplarischen Online-Modulen für den Ausbildungsberuf Hotelfachfrau/-mann vorgestellt.</jats:p>}},
  author       = {{Dehn, Freya and Meyer, Anja and Niederhaus, Constanze and Schlegel-Matthies, Kirsten}},
  issn         = {{2193-8806}},
  journal      = {{HiBiFo – Haushalt in Bildung & Forschung}},
  number       = {{3}},
  pages        = {{3--17}},
  publisher    = {{Verlag Barbara Budrich GmbH}},
  title        = {{{Professionalisierung von Lehramtsstudierenden für sprachbildenden Fachunterricht im Berufsfeld Ernährung und Hauswirtschaft}}},
  doi          = {{10.3224/hibifo.v11i3.01}},
  volume       = {{11}},
  year         = {{2022}},
}

@article{48429,
  author       = {{Brachtendorf, Charlotte}},
  issn         = {{2050-0734}},
  journal      = {{Fashion, Style & Popular Culture 9}},
  pages        = {{483--499}},
  title        = {{{Lil Miquela in the Folds of Fashion: (Ad-)Dressing Virtual Influencers}}},
  doi          = {{10.1386/fspc_00157_1}},
  volume       = {{4}},
  year         = {{2022}},
}

@article{46290,
  author       = {{Caruso, Carina and Drossel, Kerstin and Heldt, M}},
  journal      = {{Lehrerbildung auf dem Prüfstand}},
  number       = {{2}},
  pages        = {{347--361}},
  title        = {{{Zum Ausmaß und Zusammenhang der unterrichtsbezogenen Nutzung digitaler Medien mit der Medienkompetenz von Lehrkräften unter Berücksichtigung von Hintergrundmerkmalen}}},
  volume       = {{15}},
  year         = {{2022}},
}

@proceedings{41170,
  editor       = {{Hartung, Olaf}},
  location     = {{Paderborn}},
  publisher    = {{Universität Paderborn, Historisches Institut, Abt. Theorie und Didaktik der Geschichte}},
  title        = {{{Konzeptpapier zur Konferenz "Geschichte im digitalen Wandel? Geschichtskultur – Erinnerungspraktiken – Historisches Lernen"}}},
  year         = {{2022}},
}

@article{49554,
  author       = {{Steigerwald, Jörn}},
  journal      = {{Romanistische Zeitschrift für Literaturgeschichte}},
  number       = {{3/4}},
  pages        = {{355--370}},
  title        = {{{Post-rousseauistische Kulturanthropologie: Francois-René de Chateaubriands Erzählung "Atala" }}},
  volume       = {{46}},
  year         = {{2022}},
}

@misc{49770,
  author       = {{Huybrechts, Yves}},
  publisher    = {{BelgienNet}},
  title        = {{{"Die Bombardierung von Brüssel - teil 2" (Podcast)}}},
  year         = {{2022}},
}