@article{65265,
abstract = {{Abstract
Background
Research on procrastination mostly focuses on person‐related antecedents and neglects situational and social factors, such as group work. Prior research indicates that conjunctive and additive group work may increase individual effort and performance as compared to individual work.
Aims
Based on these findings, we investigate whether conjunctive and additive group work may also help reduce procrastination as compared to individual work.
Methods
In a registered field experiment,
N
= 218 students with high levels of trait procrastination worked on an academic task over the course of 10 days in one of three conditions (individual work vs. conjunctive group work vs. additive group work). Dependent variables comprised task procrastination, task performance, and positive and negative task‐related affect.
Results
Regarding conjunctive group work, results are mixed, with some evidence that conjunctive group work leads to lower procrastination as compared to individual work. Both types of group work resulted in higher negative task‐related affect when assessed prospectively. No other effects were found.
Conclusions
The findings contribute to the idea that targeted changes in the learning environment, such as the implementation of group work, may help reduce procrastination.
}},
author = {{Koppenborg, Markus and Hüffmeier, Joachim and Klingsieck, Katrin B.}},
issn = {{0007-0998}},
journal = {{British Journal of Educational Psychology}},
publisher = {{Wiley}},
title = {{{Is procrastination among students lower in group work? Evidence from a registered field experiment}}},
doi = {{10.1111/bjep.70069}},
year = {{2026}},
}
@article{59636,
author = {{Bohndick, Carla and Breetzke, Jonas and Klingsieck, Katrin B. and Buhl, Heike M.}},
journal = {{Social Psychology of Education}},
title = {{{Students’ personality impacts sense of belonging of students in different ways}}},
doi = {{10.1007/s11218-025-10058-0}},
volume = {{28}},
year = {{2025}},
}
@inproceedings{62060,
author = {{Bobe, Julia and Decker, Claudia and Klingsieck, Katrin B.}},
location = {{Lübeck}},
title = {{{Gestärkt durchs Studium - Universitäre Unterstützungsangebote zum Stress- und Selbstmanagement}}},
year = {{2025}},
}
@article{53603,
abstract = {{ Zusammenfassung: Für die Evaluation und Qualitätsentwicklung von Studium und Lehre werden häufig quantitative Befragungen von Studenten eingesetzt. Jedoch ist häufig unklar, aus welcher Motivation Studenten an den Befragungen teilnehmen und inwieweit unterschiedliche motivationale Regulationsstile mit dem Antwortverhalten im Fragebogen zusammenhängen. Ausgehend von der Selbstbestimmungstheorie der Motivation nach Deci und Ryan stellt der Beitrag die Entwicklung der Skalen zur motivationalen Regulation bei Befragungen zur Evaluation (SMR-Eval) vor. Studie 1 zeigt die fünffaktorielle Struktur des Instruments. Studie 2 weist auf eine starke Messinvarianz bezüglich Geschlecht, Abschlussziel und Fakultät hin. Korrelationen mit Drittvariablen belegen die konvergente Validität der fünf Subskalen. In Studie 3 werden latente Profilanalysen über die fünf Regulationsstile berechnet. Die Ergebnisse zeigen vier Profile, welche sich inhaltlich plausibel im Antwortverhalten der Befragten unterscheiden und damit Hinweise auf die Kriteriumsvalidität der Skalen geben. Diskutiert werden theoretische und praktische Implikationen für Evaluationsvorhaben an Hochschulen sowie Übertragungsmöglichkeiten auf andere Evaluationsgegenstände. }},
author = {{Koppenborg, Markus and Klingsieck, Katrin B.}},
issn = {{1010-0652}},
journal = {{Zeitschrift für Pädagogische Psychologie}},
keywords = {{Developmental and Educational Psychology}},
publisher = {{Hogrefe Publishing Group}},
title = {{{„Wir wollen mitreden!“ – Entwicklung und Validierung von Skalen zur Erfassung motivationaler Regulation bei der Teilnahme an Befragungen zur Evaluation des Studiums (SMR-Eval)}}},
doi = {{10.1024/1010-0652/a000381}},
year = {{2024}},
}
@article{55577,
abstract = {{ Abstract: Research differentiates between procrastination as a trait and as a state. While trait procrastination implies cross-temporal stability, state procrastination denotes an episode in which a particular task is procrastinated, therefore implying cross-temporal variability. However, it is unclear whether trait procrastination scales (i) capture temporal-variable variance components (i.e., state procrastination), and (ii) how trait and state are differentially related to other variables commonly associated with procrastination. Latent state-trait modeling was used to separate stable from temporal-variable variance components of a common trait procrastination measure and to relate both facets of procrastination to satisfaction with the studies as an example for related variables. Student participants ( N = 194) filled out the five-item short version of the General Procrastination Scale (GPS; Klein et al., 2019 ) three times with 12-month intervals between each measurement. Results confirm that GPS scores reflect stable components of procrastination to a larger extent than temporal-variable variance components. And they demonstrate that variable procrastination correlates more strongly with study satisfaction, as compared to stable procrastination. These results may inspire research to specify how far correlates of procrastination pertain to trait procrastination, state procrastination, or both. }},
author = {{Koppenborg, Markus and Ebert, Anna and Klingsieck, Katrin B.}},
issn = {{1015-5759}},
journal = {{European Journal of Psychological Assessment}},
publisher = {{Hogrefe Publishing Group}},
title = {{{Trait- and State-Aspects of Procrastination and Their Relation to Study Satisfaction}}},
doi = {{10.1027/1015-5759/a000853}},
year = {{2024}},
}
@article{55578,
abstract = {{ Abstract: There is ample theoretical and empirical support for the idea that both conscious and unconscious volitional processes, predecisional and postdecisional aspects, and the aspect of having or not having self-access play a role in procrastination episodes. The unconscious volitional processes, predecisional aspects, and the aspect of self-access are yet rather under-researched. If they are considered, however, procrastination can be understood on an even deeper level and treated more sustainably. Moreover, considering these aspects opens up a humanistic perspective on procrastination episodes, thereby, putting procrastination and procrastination interventions in the bigger picture of self-actualization, self-alienation, and self-growth. }},
author = {{Klingsieck, Katrin B.}},
issn = {{1016-9040}},
journal = {{European Psychologist}},
number = {{2}},
pages = {{123--135}},
publisher = {{Hogrefe Publishing Group}},
title = {{{Procrastination – Having, or Not Having Self-Access, That Is the Question}}},
doi = {{10.1027/1016-9040/a000528}},
volume = {{29}},
year = {{2024}},
}
@inproceedings{56724,
author = {{Schneider, Tamara and Klingsieck, Katrin B.}},
location = {{München}},
title = {{{Evaluationsergebnisse einer Interventionsstudie zur Reduktion akademischer Prokrastination und Förderung studentischer Gesundheit}}},
year = {{2024}},
}
@inproceedings{56722,
author = {{Schneider, Tamara and Klingsieck, Katrin B.}},
location = {{Wien}},
title = {{{The ProGRess-Training – Reduce procrastination to improve students’ health. An Intervention study. }}},
year = {{2024}},
}
@article{58322,
author = {{Klingsieck, Katrin B. and Grunschel, Carola}},
issn = {{0049-8637}},
journal = {{Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie}},
number = {{4}},
pages = {{159--161}},
publisher = {{Hogrefe Publishing Group}},
title = {{{Procrastination of learners in school and at universities}}},
doi = {{10.1026/0049-8637/a000297}},
volume = {{56}},
year = {{2024}},
}
@article{57846,
abstract = {{ Abstract: Teachers require various generic competencies that are not addressed explicitly in the teacher education program, such as learning strategies. Although universities offer student teachers extracurricular opportunities to develop these competencies, few students seize them. Our training program fosters students’ self-regulated competency development: Self-reflection as an important first step to self-regulated competency development is addressed through an online self-assessment tool providing individual feedback and suggestions for further development. Forming and implementing intentions to develop competencies is addressed by a workshop based on an evidence-based self-management training program and group coaching sessions to bridge potential intention–behavior gaps. After the training program, the experimental group ( n = 32) showed a more favorable development in self-reflection, procrastination, and participation in competency-enhancing offers than the control group ( n = 34). The results show that supporting students in their self-regulated competency development can be an important key in their professional development. }},
author = {{Kaemper, Mara and Buhl, Heike M. and Klingsieck, Katrin B.}},
issn = {{0049-8637}},
journal = {{Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie}},
number = {{4}},
pages = {{197--208}},
publisher = {{Hogrefe Publishing Group}},
title = {{{How to Improve Student Teachers’ Self-Regulated Competency Development}}},
doi = {{10.1026/0049-8637/a000301}},
volume = {{56}},
year = {{2024}},
}
@article{46933,
abstract = {{AbstractGroup work can increase individual effort, performance, and positive affect, if group members perceive their own contribution as indispensable for the group product. A vignette methodology was applied to investigate whether group work may also reduce procrastination. The vignettes described a typical academic assignment, while varying the task structure (individual work vs. conjunctive group work vs. additive group work) and group member ability (high vs. low). For each vignette, student participants (N = 443) provided ratings on their perceived indispensability, procrastination of the assignment, and affect. When group member ability was high, procrastination was lower in additive group work as compared to individual work. When group member ability was low, procrastination was lower in conjunctive group work as compared to both individual work and additive group work. As predicted, perceived indispensability mediated the difference in procrastination between conjunctive and additive group work. Moderation analyses further revealed that the effects were more pronounced for high trait procrastinators. Further, both types of group work led to increases in task-related positive affect as compared to individual work. By demonstrating the relevance of group work as a social factor, the results should be useful for the extension of existing programs targeting procrastination, and may inspire measures for preventing procrastination by changes in the study environment.}},
author = {{Koppenborg, Markus and Klingsieck, Katrin B. and Hüffmeier, Joachim}},
issn = {{1046-1310}},
journal = {{Current Psychology}},
keywords = {{General Psychology}},
publisher = {{Springer Science and Business Media LLC}},
title = {{{Conjunctive and additive group work reduce academic procrastination: insights from a vignette study}}},
doi = {{10.1007/s12144-023-04294-w}},
year = {{2023}},
}
@article{48087,
abstract = {{Die Förderung diagnostischer Kompetenz in der Lehrer*innenbildung birgt zwei Herausforderungen: Erstens bleibt in großen Lehrveranstaltungen wenig Raum für die notwendige Anwendung theoretischen Wissens, zweitens können Fehlentscheidungen in realen diagnostischen Situationen gravierende negative Folgen für Schüler*innen haben. Eine digitale Simulation kann beiden Herausforderungen begegnen. In diesem Beitrag wurde eine digitale, problemorientierte Simulation zur Förderung diagnostischer Kompetenz von Lehramtsstudierenden evaluiert und mit einer textbasierten, problemorientierten und einer lehrendenzentrierten Kontrollgruppe verglichen. Die Ergebnisse zeigen positive Effekte für die digitale Simulation hinsichtlich der selbstbestimmten Motivation, aber einen geringeren Wissenszuwachs im Vergleich zum lehrendenzentrierten Setting. Die Selbstwirksamkeit nahm in allen drei Gruppen zu. Eine digitale Simulation bietet in der untersuchten Form somit einen, wenn auch geringen, Mehrwert für die Lehrkräftebildung im Bereich der Kompetenzentwicklung.}},
author = {{Grotegut, Lea and Klingsieck, Katrin B.}},
issn = {{2367-3044}},
journal = {{ZeHf – Zeitschrift für empirische Hochschulforschung}},
keywords = {{General Earth and Planetary Sciences, General Engineering, General Environmental Science}},
number = {{1}},
pages = {{56--73}},
publisher = {{Verlag Barbara Budrich GmbH}},
title = {{{Kompetenzentwicklung in der Lehrkräftebildung: der Mehrwert einer digitalen Simulation}}},
doi = {{10.3224/zehf.v7i1.05}},
volume = {{7}},
year = {{2023}},
}
@inproceedings{48730,
author = {{Bobe, Julia and Klingsieck, Katrin B.}},
location = {{Leipzig}},
title = {{{Aufschieben, weil man sich schlecht fühlt, oder sich schlecht fühlen, weil man aufschiebt? – Gruppenspezifische Unterschiede im Verhalten und Erleben von Prokrastination}}},
year = {{2023}},
}
@inproceedings{48731,
author = {{Bobe, Julia and Klingsieck, Katrin B.}},
location = {{Essen}},
title = {{{Prokrastination und das schlechte Gewissen - Gruppenunterschiede im Erleben und Auftreten von Prokrastination.}}},
year = {{2023}},
}
@article{35420,
abstract = {{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; n = 344; 67.7% female; M age = 30.03; SD age = 9.35), and “severe procrastination” (PPS ≥ 3.00; n = 388; 66.2% female; M age = 27.76; SD 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.}},
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 = {{ 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. }},
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 = {{ 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. }},
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 = {{AbstractResearch 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 (N1 = 320, N2 = 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.}},
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}},
}
@inproceedings{53110,
author = {{Schneider, Tamara and Klingsieck, Katrin B.}},
location = {{Mainz}},
title = {{{"ProGRess" - Prokrastination ressourcenstark und gesundheitsfördernd begegnen. }}},
year = {{2022}},
}