[{"date_created":"2023-11-09T12:08:33Z","department":[{"_id":"426"}],"type":"conference_abstract","citation":{"apa":"Bobe, J., &#38; Klingsieck, K. B. (2023). <i>Aufschieben, weil man sich schlecht fühlt, oder sich schlecht fühlen, weil man aufschiebt? – Gruppenspezifische Unterschiede im Verhalten und Erleben von Prokrastination</i>. 19. Fachgruppentagung Pädagogische Psychologie, Leipzig.","ieee":"J. Bobe and K. B. Klingsieck, “Aufschieben, weil man sich schlecht fühlt, oder sich schlecht fühlen, weil man aufschiebt? – Gruppenspezifische Unterschiede im Verhalten und Erleben von Prokrastination,” presented at the 19. Fachgruppentagung Pädagogische Psychologie, Leipzig, 2023.","chicago":"Bobe, Julia, and Katrin B. Klingsieck. “Aufschieben, Weil Man Sich Schlecht Fühlt, Oder Sich Schlecht Fühlen, Weil Man Aufschiebt? – Gruppenspezifische Unterschiede Im Verhalten Und Erleben von Prokrastination,” 2023.","short":"J. Bobe, K.B. Klingsieck, in: 2023.","mla":"Bobe, Julia, and Katrin B. Klingsieck. <i>Aufschieben, Weil Man Sich Schlecht Fühlt, Oder Sich Schlecht Fühlen, Weil Man Aufschiebt? – Gruppenspezifische Unterschiede Im Verhalten Und Erleben von Prokrastination</i>. 2023.","ama":"Bobe J, Klingsieck KB. Aufschieben, weil man sich schlecht fühlt, oder sich schlecht fühlen, weil man aufschiebt? – Gruppenspezifische Unterschiede im Verhalten und Erleben von Prokrastination. In: ; 2023.","bibtex":"@inproceedings{Bobe_Klingsieck_2023, title={Aufschieben, weil man sich schlecht fühlt, oder sich schlecht fühlen, weil man aufschiebt? – Gruppenspezifische Unterschiede im Verhalten und Erleben von Prokrastination}, author={Bobe, Julia and Klingsieck, Katrin B.}, year={2023} }"},"_id":"48730","language":[{"iso":"eng"}],"user_id":"81770","author":[{"full_name":"Bobe, Julia","last_name":"Bobe","first_name":"Julia","id":"81770"},{"full_name":"Klingsieck, Katrin B.","last_name":"Klingsieck","first_name":"Katrin B.","id":"36716"}],"conference":{"name":"19. Fachgruppentagung Pädagogische Psychologie","location":"Leipzig"},"year":"2023","status":"public","title":"Aufschieben, weil man sich schlecht fühlt, oder sich schlecht fühlen, weil man aufschiebt? – Gruppenspezifische Unterschiede im Verhalten und Erleben von Prokrastination","date_updated":"2023-11-09T12:11:34Z"},{"_id":"48731","language":[{"iso":"eng"}],"user_id":"81770","title":"Prokrastination und das schlechte Gewissen - Gruppenunterschiede im Erleben und Auftreten von Prokrastination.","status":"public","year":"2023","author":[{"id":"81770","first_name":"Julia","last_name":"Bobe","full_name":"Bobe, Julia"},{"id":"36716","full_name":"Klingsieck, Katrin B.","last_name":"Klingsieck","first_name":"Katrin B."}],"conference":{"name":"10. Jahrestagung der Gesellschaft für empirische Bildungsforschung (GEBF)","location":"Essen"},"date_updated":"2023-11-09T12:11:41Z","date_created":"2023-11-09T12:11:21Z","type":"conference_abstract","department":[{"_id":"426"}],"citation":{"chicago":"Bobe, Julia, and Katrin B. Klingsieck. “Prokrastination Und Das Schlechte Gewissen - Gruppenunterschiede Im Erleben Und Auftreten von Prokrastination.,” 2023.","ama":"Bobe J, Klingsieck KB. Prokrastination und das schlechte Gewissen - Gruppenunterschiede im Erleben und Auftreten von Prokrastination. In: ; 2023.","short":"J. Bobe, K.B. Klingsieck, in: 2023.","bibtex":"@inproceedings{Bobe_Klingsieck_2023, title={Prokrastination und das schlechte Gewissen - Gruppenunterschiede im Erleben und Auftreten von Prokrastination.}, author={Bobe, Julia and Klingsieck, Katrin B.}, year={2023} }","apa":"Bobe, J., &#38; Klingsieck, K. B. (2023). <i>Prokrastination und das schlechte Gewissen - Gruppenunterschiede im Erleben und Auftreten von Prokrastination.</i> 10. Jahrestagung der Gesellschaft für empirische Bildungsforschung (GEBF), Essen.","mla":"Bobe, Julia, and Katrin B. Klingsieck. <i>Prokrastination Und Das Schlechte Gewissen - Gruppenunterschiede Im Erleben Und Auftreten von Prokrastination.</i> 2023.","ieee":"J. Bobe and K. B. Klingsieck, “Prokrastination und das schlechte Gewissen - Gruppenunterschiede im Erleben und Auftreten von Prokrastination.,” presented at the 10. Jahrestagung der Gesellschaft für empirische Bildungsforschung (GEBF), Essen, 2023."}},{"type":"conference_abstract","department":[{"_id":"426"}],"date_created":"2024-04-02T09:14:15Z","citation":{"chicago":"Schneider, Tamara, and Katrin B. Klingsieck. “‘ProGRess’ - Erste Evaluationsergebnisse eines Anti-Prokrastinationstrainings auf Basis des Zürcher Ressourcen Modells (ZRM). ,” 2023.","short":"T. Schneider, K.B. Klingsieck, in: 2023.","ieee":"T. Schneider and K. B. Klingsieck, “‘ProGRess’ - Erste Evaluationsergebnisse eines Anti-Prokrastinationstrainings auf Basis des Zürcher Ressourcen Modells (ZRM). ,” presented at the 42. Motivationspsychologisches Kolloquium (MPK), Jena, 2023.","apa":"Schneider, T., &#38; Klingsieck, K. B. (2023). <i>“ProGRess” - Erste Evaluationsergebnisse eines Anti-Prokrastinationstrainings auf Basis des Zürcher Ressourcen Modells (ZRM). </i>. 42. Motivationspsychologisches Kolloquium (MPK), Jena.","bibtex":"@inproceedings{Schneider_Klingsieck_2023, title={“ProGRess” - Erste Evaluationsergebnisse eines Anti-Prokrastinationstrainings auf Basis des Zürcher Ressourcen Modells (ZRM). }, author={Schneider, Tamara and Klingsieck, Katrin B.}, year={2023} }","ama":"Schneider T, Klingsieck KB. “ProGRess” - Erste Evaluationsergebnisse eines Anti-Prokrastinationstrainings auf Basis des Zürcher Ressourcen Modells (ZRM). . In: ; 2023.","mla":"Schneider, Tamara, and Katrin B. Klingsieck. <i>“ProGRess” - Erste Evaluationsergebnisse eines Anti-Prokrastinationstrainings auf Basis des Zürcher Ressourcen Modells (ZRM). </i>. 2023."},"user_id":"91663","_id":"53120","language":[{"iso":"ger"}],"date_updated":"2024-04-02T09:14:17Z","status":"public","title":"\"ProGRess\" - Erste Evaluationsergebnisse eines Anti-Prokrastinationstrainings auf Basis des Zürcher Ressourcen Modells (ZRM). ","year":"2023","conference":{"location":"Jena","start_date":"2023-10-05","name":"42. Motivationspsychologisches Kolloquium (MPK)","end_date":"2023-10-07"},"author":[{"first_name":"Tamara","last_name":"Schneider","full_name":"Schneider, Tamara","id":"91663"},{"full_name":"Klingsieck, Katrin B.","first_name":"Katrin B.","last_name":"Klingsieck"}]},{"citation":{"apa":"Schneider, T., &#38; Klingsieck, K. B. (2023). <i>“ProGRess” - Reduce procrastination to improve students’ health - First analyses of an intervention study. </i>. 37. European Health Psychology Society Conference, Bremen .","ieee":"T. Schneider and K. B. Klingsieck, “‘ProGRess’ - Reduce procrastination to improve students’ health - First analyses of an intervention study. ,” presented at the 37. European Health Psychology Society Conference, Bremen , 2023.","short":"T. Schneider, K.B. Klingsieck, in: 2023.","chicago":"Schneider, Tamara, and Katrin B. Klingsieck. “‘ProGRess’ - Reduce Procrastination to Improve Students’ Health - First Analyses of an Intervention Study. ,” 2023.","mla":"Schneider, Tamara, and Katrin B. Klingsieck. <i>“ProGRess” - Reduce Procrastination to Improve Students’ Health - First Analyses of an Intervention Study. </i>. 2023.","ama":"Schneider T, Klingsieck KB. “ProGRess” - Reduce procrastination to improve students’ health - First analyses of an intervention study. . In: ; 2023.","bibtex":"@inproceedings{Schneider_Klingsieck_2023, title={“ProGRess” - Reduce procrastination to improve students’ health - First analyses of an intervention study. }, author={Schneider, Tamara and Klingsieck, Katrin B.}, year={2023} }"},"type":"conference_abstract","department":[{"_id":"426"}],"date_created":"2024-04-02T09:12:14Z","date_updated":"2024-04-02T09:14:20Z","title":"\"ProGRess\" - Reduce procrastination to improve students' health - First analyses of an intervention study. ","status":"public","year":"2023","author":[{"id":"91663","first_name":"Tamara","last_name":"Schneider","full_name":"Schneider, Tamara"},{"last_name":"Klingsieck","first_name":"Katrin B.","full_name":"Klingsieck, Katrin B."}],"conference":{"end_date":"2023-09-08","name":"37. European Health Psychology Society Conference","start_date":"2023-09-04","location":"Bremen "},"user_id":"91663","language":[{"iso":"eng"}],"_id":"53119"},{"date_created":"2023-01-08T16:16:58Z","type":"journal_article","keyword":["General Psychology"],"department":[{"_id":"426"}],"publication":"Frontiers in Psychology","abstract":[{"text":"<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>","lang":"eng"}],"language":[{"iso":"eng"}],"doi":"10.3389/fpsyg.2022.783570","year":"2022","title":"Procrastination Among University Students: Differentiating Severe Cases in Need of Support From Less Severe Cases","author":[{"full_name":"Rozental, Alexander","first_name":"Alexander","last_name":"Rozental"},{"full_name":"Forsström, David","first_name":"David","last_name":"Forsström"},{"full_name":"Hussoon, Ayah","last_name":"Hussoon","first_name":"Ayah"},{"id":"36716","last_name":"Klingsieck","first_name":"Katrin B.","full_name":"Klingsieck, Katrin B."}],"publication_identifier":{"issn":["1664-1078"]},"date_updated":"2023-11-08T08:29:36Z","publication_status":"published","intvolume":"        13","citation":{"mla":"Rozental, Alexander, et al. “Procrastination Among University Students: Differentiating Severe Cases in Need of Support From Less Severe Cases.” <i>Frontiers in Psychology</i>, vol. 13, Frontiers Media SA, 2022, doi:<a href=\"https://doi.org/10.3389/fpsyg.2022.783570\">10.3389/fpsyg.2022.783570</a>.","bibtex":"@article{Rozental_Forsström_Hussoon_Klingsieck_2022, title={Procrastination Among University Students: Differentiating Severe Cases in Need of Support From Less Severe Cases}, volume={13}, DOI={<a href=\"https://doi.org/10.3389/fpsyg.2022.783570\">10.3389/fpsyg.2022.783570</a>}, journal={Frontiers in Psychology}, publisher={Frontiers Media SA}, author={Rozental, Alexander and Forsström, David and Hussoon, Ayah and Klingsieck, Katrin B.}, year={2022} }","ama":"Rozental A, Forsström D, Hussoon A, Klingsieck KB. Procrastination Among University Students: Differentiating Severe Cases in Need of Support From Less Severe Cases. <i>Frontiers in Psychology</i>. 2022;13. doi:<a href=\"https://doi.org/10.3389/fpsyg.2022.783570\">10.3389/fpsyg.2022.783570</a>","ieee":"A. Rozental, D. Forsström, A. Hussoon, and K. B. Klingsieck, “Procrastination Among University Students: Differentiating Severe Cases in Need of Support From Less Severe Cases,” <i>Frontiers in Psychology</i>, vol. 13, 2022, doi: <a href=\"https://doi.org/10.3389/fpsyg.2022.783570\">10.3389/fpsyg.2022.783570</a>.","apa":"Rozental, A., Forsström, D., Hussoon, A., &#38; Klingsieck, K. B. (2022). Procrastination Among University Students: Differentiating Severe Cases in Need of Support From Less Severe Cases. <i>Frontiers in Psychology</i>, <i>13</i>. <a href=\"https://doi.org/10.3389/fpsyg.2022.783570\">https://doi.org/10.3389/fpsyg.2022.783570</a>","short":"A. Rozental, D. Forsström, A. Hussoon, K.B. Klingsieck, Frontiers in Psychology 13 (2022).","chicago":"Rozental, Alexander, David Forsström, Ayah Hussoon, and Katrin B. Klingsieck. “Procrastination Among University Students: Differentiating Severe Cases in Need of Support From Less Severe Cases.” <i>Frontiers in Psychology</i> 13 (2022). <a href=\"https://doi.org/10.3389/fpsyg.2022.783570\">https://doi.org/10.3389/fpsyg.2022.783570</a>."},"_id":"35420","publisher":"Frontiers Media SA","user_id":"14931","volume":13,"status":"public"},{"date_updated":"2023-11-08T08:29:16Z","publication_status":"published","status":"public","title":"Delaying Academic Tasks and Feeling Bad About It","year":"2022","author":[{"last_name":"Bobe","first_name":"Julia","full_name":"Bobe, Julia","id":"81770"},{"full_name":"Schnettler, Theresa","last_name":"Schnettler","first_name":"Theresa"},{"first_name":"Anne","last_name":"Scheunemann","full_name":"Scheunemann, Anne"},{"last_name":"Fries","first_name":"Stefan","full_name":"Fries, Stefan"},{"full_name":"Bäulke, Lisa","last_name":"Bäulke","first_name":"Lisa"},{"full_name":"Thies, Daniel O.","last_name":"Thies","first_name":"Daniel O."},{"last_name":"Dresel","first_name":"Markus","full_name":"Dresel, Markus"},{"full_name":"Leutner, Detlev","last_name":"Leutner","first_name":"Detlev"},{"last_name":"Wirth","first_name":"Joachim","full_name":"Wirth, Joachim"},{"id":"36716","full_name":"Klingsieck, Katrin B.","last_name":"Klingsieck","first_name":"Katrin B."},{"full_name":"Grunschel, Carola","last_name":"Grunschel","first_name":"Carola"}],"publication_identifier":{"issn":["1015-5759","2151-2426"]},"doi":"10.1027/1015-5759/a000728","user_id":"14931","alternative_title":["Development and Validation of a Six-Item Scale Measuring Academic \t\t\t\t\tProcrastination"],"publisher":"Hogrefe Publishing Group","_id":"35415","language":[{"iso":"eng"}],"abstract":[{"text":"<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>","lang":"eng"}],"publication":"European Journal of Psychological Assessment","citation":{"ieee":"J. Bobe <i>et al.</i>, “Delaying Academic Tasks and Feeling Bad About It,” <i>European Journal of Psychological Assessment</i>, 2022, doi: <a href=\"https://doi.org/10.1027/1015-5759/a000728\">10.1027/1015-5759/a000728</a>.","apa":"Bobe, J., Schnettler, T., Scheunemann, A., Fries, S., Bäulke, L., Thies, D. O., Dresel, M., Leutner, D., Wirth, J., Klingsieck, K. B., &#38; Grunschel, C. (2022). Delaying Academic Tasks and Feeling Bad About It. <i>European Journal of Psychological Assessment</i>. <a href=\"https://doi.org/10.1027/1015-5759/a000728\">https://doi.org/10.1027/1015-5759/a000728</a>","short":"J. Bobe, T. Schnettler, A. Scheunemann, S. Fries, L. Bäulke, D.O. Thies, M. Dresel, D. Leutner, J. Wirth, K.B. Klingsieck, C. Grunschel, European Journal of Psychological Assessment (2022).","chicago":"Bobe, Julia, Theresa Schnettler, Anne Scheunemann, Stefan Fries, Lisa Bäulke, Daniel O. Thies, Markus Dresel, et al. “Delaying Academic Tasks and Feeling Bad About It.” <i>European Journal of Psychological Assessment</i>, 2022. <a href=\"https://doi.org/10.1027/1015-5759/a000728\">https://doi.org/10.1027/1015-5759/a000728</a>.","mla":"Bobe, Julia, et al. “Delaying Academic Tasks and Feeling Bad About It.” <i>European Journal of Psychological Assessment</i>, Hogrefe Publishing Group, 2022, doi:<a href=\"https://doi.org/10.1027/1015-5759/a000728\">10.1027/1015-5759/a000728</a>.","bibtex":"@article{Bobe_Schnettler_Scheunemann_Fries_Bäulke_Thies_Dresel_Leutner_Wirth_Klingsieck_et al._2022, title={Delaying Academic Tasks and Feeling Bad About It}, DOI={<a href=\"https://doi.org/10.1027/1015-5759/a000728\">10.1027/1015-5759/a000728</a>}, journal={European Journal of Psychological Assessment}, publisher={Hogrefe Publishing Group}, 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 et al.}, year={2022} }","ama":"Bobe J, Schnettler T, Scheunemann A, et al. Delaying Academic Tasks and Feeling Bad About It. <i>European Journal of Psychological Assessment</i>. Published online 2022. doi:<a href=\"https://doi.org/10.1027/1015-5759/a000728\">10.1027/1015-5759/a000728</a>"},"type":"journal_article","keyword":["Applied Psychology"],"department":[{"_id":"426"}],"date_created":"2023-01-08T16:11:40Z"},{"type":"journal_article","keyword":["Developmental and Educational Psychology"],"department":[{"_id":"426"}],"date_created":"2023-01-08T16:12:11Z","abstract":[{"text":"<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>","lang":"eng"}],"publication":"Zeitschrift für Pädagogische Psychologie","citation":{"mla":"Grotegut, Lea, and Katrin B. Klingsieck. “Wie können unterschiedliche Aspekte diagnostischer Kompetenz                     gefördert werden?” <i>Zeitschrift für Pädagogische Psychologie</i>, Hogrefe Publishing Group, 2022, doi:<a href=\"https://doi.org/10.1024/1010-0652/a000352\">10.1024/1010-0652/a000352</a>.","ama":"Grotegut L, Klingsieck KB. Wie können unterschiedliche Aspekte diagnostischer Kompetenz                     gefördert werden? <i>Zeitschrift für Pädagogische Psychologie</i>. Published online 2022. doi:<a href=\"https://doi.org/10.1024/1010-0652/a000352\">10.1024/1010-0652/a000352</a>","bibtex":"@article{Grotegut_Klingsieck_2022, title={Wie können unterschiedliche Aspekte diagnostischer Kompetenz                     gefördert werden?}, DOI={<a href=\"https://doi.org/10.1024/1010-0652/a000352\">10.1024/1010-0652/a000352</a>}, journal={Zeitschrift für Pädagogische Psychologie}, publisher={Hogrefe Publishing Group}, author={Grotegut, Lea and Klingsieck, Katrin B.}, year={2022} }","apa":"Grotegut, L., &#38; Klingsieck, K. B. (2022). Wie können unterschiedliche Aspekte diagnostischer Kompetenz                     gefördert werden? <i>Zeitschrift für Pädagogische Psychologie</i>. <a href=\"https://doi.org/10.1024/1010-0652/a000352\">https://doi.org/10.1024/1010-0652/a000352</a>","ieee":"L. Grotegut and K. B. Klingsieck, “Wie können unterschiedliche Aspekte diagnostischer Kompetenz                     gefördert werden?,” <i>Zeitschrift für Pädagogische Psychologie</i>, 2022, doi: <a href=\"https://doi.org/10.1024/1010-0652/a000352\">10.1024/1010-0652/a000352</a>.","short":"L. Grotegut, K.B. Klingsieck, Zeitschrift für Pädagogische Psychologie (2022).","chicago":"Grotegut, Lea, and Katrin B. Klingsieck. “Wie können unterschiedliche Aspekte diagnostischer Kompetenz                     gefördert werden?” <i>Zeitschrift für Pädagogische Psychologie</i>, 2022. <a href=\"https://doi.org/10.1024/1010-0652/a000352\">https://doi.org/10.1024/1010-0652/a000352</a>."},"doi":"10.1024/1010-0652/a000352","user_id":"14931","alternative_title":["Drei Maßnahmen im Vergleich"],"publisher":"Hogrefe Publishing Group","_id":"35416","language":[{"iso":"ger"}],"date_updated":"2023-11-08T08:31:03Z","publication_status":"published","title":"Wie können unterschiedliche Aspekte diagnostischer Kompetenz                     gefördert werden?","status":"public","year":"2022","author":[{"id":"34280","last_name":"Grotegut","first_name":"Lea","full_name":"Grotegut, Lea"},{"id":"36716","first_name":"Katrin B.","last_name":"Klingsieck","full_name":"Klingsieck, Katrin B."}],"publication_identifier":{"issn":["1010-0652","1664-2910"]}},{"citation":{"mla":"Koppenborg, Markus, and Katrin B. Klingsieck. “Social Factors of Procrastination: Group Work Can Reduce Procrastination among Students.” <i>Social Psychology of Education</i>, vol. 25, no. 1, Springer Science and Business Media LLC, 2022, pp. 249–74, doi:<a href=\"https://doi.org/10.1007/s11218-021-09682-3\">10.1007/s11218-021-09682-3</a>.","ama":"Koppenborg M, Klingsieck KB. Social factors of procrastination: group work can reduce procrastination among students. <i>Social Psychology of Education</i>. 2022;25(1):249-274. doi:<a href=\"https://doi.org/10.1007/s11218-021-09682-3\">10.1007/s11218-021-09682-3</a>","bibtex":"@article{Koppenborg_Klingsieck_2022, title={Social factors of procrastination: group work can reduce procrastination among students}, volume={25}, DOI={<a href=\"https://doi.org/10.1007/s11218-021-09682-3\">10.1007/s11218-021-09682-3</a>}, number={1}, journal={Social Psychology of Education}, publisher={Springer Science and Business Media LLC}, author={Koppenborg, Markus and Klingsieck, Katrin B.}, year={2022}, pages={249–274} }","apa":"Koppenborg, M., &#38; Klingsieck, K. B. (2022). Social factors of procrastination: group work can reduce procrastination among students. <i>Social Psychology of Education</i>, <i>25</i>(1), 249–274. <a href=\"https://doi.org/10.1007/s11218-021-09682-3\">https://doi.org/10.1007/s11218-021-09682-3</a>","ieee":"M. Koppenborg and K. B. Klingsieck, “Social factors of procrastination: group work can reduce procrastination among students,” <i>Social Psychology of Education</i>, vol. 25, no. 1, pp. 249–274, 2022, doi: <a href=\"https://doi.org/10.1007/s11218-021-09682-3\">10.1007/s11218-021-09682-3</a>.","chicago":"Koppenborg, Markus, and Katrin B. Klingsieck. “Social Factors of Procrastination: Group Work Can Reduce Procrastination among Students.” <i>Social Psychology of Education</i> 25, no. 1 (2022): 249–74. <a href=\"https://doi.org/10.1007/s11218-021-09682-3\">https://doi.org/10.1007/s11218-021-09682-3</a>.","short":"M. Koppenborg, K.B. Klingsieck, Social Psychology of Education 25 (2022) 249–274."},"status":"public","user_id":"14931","volume":25,"page":"249-274","publisher":"Springer Science and Business Media LLC","_id":"35419","abstract":[{"lang":"eng","text":"<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>"}],"issue":"1","publication":"Social Psychology of Education","type":"journal_article","keyword":["Sociology and Political Science","Developmental and Educational Psychology","Social Psychology"],"department":[{"_id":"426"}],"date_created":"2023-01-08T16:15:11Z","date_updated":"2023-11-08T08:30:02Z","publication_status":"published","intvolume":"        25","year":"2022","title":"Social factors of procrastination: group work can reduce procrastination among students","author":[{"first_name":"Markus","last_name":"Koppenborg","full_name":"Koppenborg, Markus"},{"id":"36716","last_name":"Klingsieck","first_name":"Katrin B.","full_name":"Klingsieck, Katrin B."}],"publication_identifier":{"issn":["1381-2890","1573-1928"]},"doi":"10.1007/s11218-021-09682-3","language":[{"iso":"eng"}]},{"user_id":"14931","volume":94,"publisher":"Elsevier BV","_id":"35418","status":"public","citation":{"ieee":"M. Koppenborg and K. B. Klingsieck, “Group work and student procrastination,” <i>Learning and Individual Differences</i>, vol. 94, Art. no. 102117, 2022, doi: <a href=\"https://doi.org/10.1016/j.lindif.2022.102117\">10.1016/j.lindif.2022.102117</a>.","mla":"Koppenborg, Markus, and Katrin B. Klingsieck. “Group Work and Student Procrastination.” <i>Learning and Individual Differences</i>, vol. 94, 102117, Elsevier BV, 2022, doi:<a href=\"https://doi.org/10.1016/j.lindif.2022.102117\">10.1016/j.lindif.2022.102117</a>.","apa":"Koppenborg, M., &#38; Klingsieck, K. B. (2022). Group work and student procrastination. <i>Learning and Individual Differences</i>, <i>94</i>, Article 102117. <a href=\"https://doi.org/10.1016/j.lindif.2022.102117\">https://doi.org/10.1016/j.lindif.2022.102117</a>","bibtex":"@article{Koppenborg_Klingsieck_2022, title={Group work and student procrastination}, volume={94}, DOI={<a href=\"https://doi.org/10.1016/j.lindif.2022.102117\">10.1016/j.lindif.2022.102117</a>}, number={102117}, journal={Learning and Individual Differences}, publisher={Elsevier BV}, author={Koppenborg, Markus and Klingsieck, Katrin B.}, year={2022} }","chicago":"Koppenborg, Markus, and Katrin B. Klingsieck. “Group Work and Student Procrastination.” <i>Learning and Individual Differences</i> 94 (2022). <a href=\"https://doi.org/10.1016/j.lindif.2022.102117\">https://doi.org/10.1016/j.lindif.2022.102117</a>.","ama":"Koppenborg M, Klingsieck KB. Group work and student procrastination. <i>Learning and Individual Differences</i>. 2022;94. doi:<a href=\"https://doi.org/10.1016/j.lindif.2022.102117\">10.1016/j.lindif.2022.102117</a>","short":"M. Koppenborg, K.B. Klingsieck, Learning and Individual Differences 94 (2022)."},"doi":"10.1016/j.lindif.2022.102117","article_number":"102117","language":[{"iso":"eng"}],"publication_status":"published","date_updated":"2023-11-08T08:30:24Z","intvolume":"        94","year":"2022","title":"Group work and student procrastination","publication_identifier":{"issn":["1041-6080"]},"author":[{"full_name":"Koppenborg, Markus","first_name":"Markus","last_name":"Koppenborg"},{"id":"36716","full_name":"Klingsieck, Katrin B.","first_name":"Katrin B.","last_name":"Klingsieck"}],"keyword":["Developmental and Educational Psychology","Education","Social Psychology"],"type":"journal_article","department":[{"_id":"426"}],"date_created":"2023-01-08T16:14:36Z","publication":"Learning and Individual Differences"},{"citation":{"mla":"Schneider, Tamara, and Katrin B. Klingsieck. <i>“ProGRess” - Prokrastination reduzieren und Gesundheit fördern. </i>. 2022.","ama":"Schneider T, Klingsieck KB. “ProGRess” - Prokrastination reduzieren und Gesundheit fördern. . In: ; 2022.","bibtex":"@inproceedings{Schneider_Klingsieck_2022, title={“ProGRess” - Prokrastination reduzieren und Gesundheit fördern. }, author={Schneider, Tamara and Klingsieck, Katrin B.}, year={2022} }","apa":"Schneider, T., &#38; Klingsieck, K. B. (2022). <i>“ProGRess” - Prokrastination reduzieren und Gesundheit fördern. </i>. Symposium “Gesundheitskompetenz - Zwischen Wissenschaft und Praxis,” Hochschule Hannover.","ieee":"T. Schneider and K. B. Klingsieck, “‘ProGRess’ - Prokrastination reduzieren und Gesundheit fördern. ,” presented at the Symposium “Gesundheitskompetenz - Zwischen Wissenschaft und Praxis,” Hochschule Hannover, 2022.","short":"T. Schneider, K.B. Klingsieck, in: 2022.","chicago":"Schneider, Tamara, and Katrin B. Klingsieck. “‘ProGRess’ - Prokrastination reduzieren und Gesundheit fördern. ,” 2022."},"date_created":"2024-04-02T09:02:25Z","department":[{"_id":"426"}],"type":"conference_abstract","conference":{"end_date":"2022-09-16","location":"Hochschule Hannover","name":"Symposium \"Gesundheitskompetenz - Zwischen Wissenschaft und Praxis\"","start_date":"2022-09-15"},"author":[{"id":"91663","full_name":"Schneider, Tamara","first_name":"Tamara","last_name":"Schneider"},{"full_name":"Klingsieck, Katrin B.","first_name":"Katrin B.","last_name":"Klingsieck"}],"title":"\"ProGRess\" - Prokrastination reduzieren und Gesundheit fördern. ","year":"2022","status":"public","date_updated":"2024-04-02T09:02:33Z","language":[{"iso":"ger"}],"_id":"53111","user_id":"91663"},{"date_created":"2024-04-02T08:59:29Z","type":"conference_abstract","department":[{"_id":"426"}],"citation":{"chicago":"Schneider, Tamara, and Katrin B. Klingsieck. “‘ProGRess’ - Prokrastination ressourcenstark und gesundheitsfördernd begegnen. ,” 2022.","short":"T. Schneider, K.B. Klingsieck, in: 2022.","apa":"Schneider, T., &#38; Klingsieck, K. B. (2022). <i>“ProGRess” - Prokrastination ressourcenstark und gesundheitsfördernd begegnen. </i>. 1. Mainzer Tagung zur Studierendengesundheit an der Johannes-Gutenberg-Universität Mainz, Mainz.","ieee":"T. Schneider and K. B. Klingsieck, “‘ProGRess’ - Prokrastination ressourcenstark und gesundheitsfördernd begegnen. ,” presented at the 1. Mainzer Tagung zur Studierendengesundheit an der Johannes-Gutenberg-Universität Mainz, Mainz, 2022.","ama":"Schneider T, Klingsieck KB. “ProGRess” - Prokrastination ressourcenstark und gesundheitsfördernd begegnen. . In: ; 2022.","bibtex":"@inproceedings{Schneider_Klingsieck_2022, title={“ProGRess” - Prokrastination ressourcenstark und gesundheitsfördernd begegnen. }, author={Schneider, Tamara and Klingsieck, Katrin B.}, year={2022} }","mla":"Schneider, Tamara, and Katrin B. Klingsieck. <i>“ProGRess” - Prokrastination ressourcenstark und gesundheitsfördernd begegnen. </i>. 2022."},"_id":"53110","language":[{"iso":"ger"}],"user_id":"91663","status":"public","year":"2022","title":"\"ProGRess\" - Prokrastination ressourcenstark und gesundheitsfördernd begegnen. ","conference":{"start_date":"2022-07-12","name":"1. Mainzer Tagung zur Studierendengesundheit an der Johannes-Gutenberg-Universität Mainz","location":"Mainz","end_date":"2022-07-12"},"author":[{"first_name":"Tamara","last_name":"Schneider","full_name":"Schneider, Tamara","id":"91663"},{"id":"36716","first_name":"Katrin B.","last_name":"Klingsieck","full_name":"Klingsieck, Katrin B."}],"date_updated":"2024-04-02T09:25:09Z","publication_status":"published"},{"department":[{"_id":"426"}],"type":"conference_abstract","date_created":"2024-04-02T09:09:54Z","citation":{"mla":"Schneider, Tamara, and Katrin B. Klingsieck. <i>“ProGRess” - Ressourcen gegen Prokrastination aktivieren und Gesundheit fördern. </i>. 2022.","bibtex":"@inproceedings{Schneider_Klingsieck_2022, title={“ProGRess” - Ressourcen gegen Prokrastination aktivieren und Gesundheit fördern. }, author={Schneider, Tamara and Klingsieck, Katrin B.}, year={2022} }","ama":"Schneider T, Klingsieck KB. “ProGRess” - Ressourcen gegen Prokrastination aktivieren und Gesundheit fördern. . In: ; 2022.","ieee":"T. Schneider and K. B. Klingsieck, “‘ProGRess’ - Ressourcen gegen Prokrastination aktivieren und Gesundheit fördern. ,” presented at the 41. Motivationspsychologisches Kolloquium (MPK), Osnabrück, 2022.","apa":"Schneider, T., &#38; Klingsieck, K. B. (2022). <i>“ProGRess” - Ressourcen gegen Prokrastination aktivieren und Gesundheit fördern. </i>. 41. Motivationspsychologisches Kolloquium (MPK), Osnabrück.","chicago":"Schneider, Tamara, and Katrin B. Klingsieck. “‘ProGRess’ - Ressourcen gegen Prokrastination aktivieren und Gesundheit fördern. ,” 2022.","short":"T. Schneider, K.B. Klingsieck, in: 2022."},"user_id":"91663","language":[{"iso":"ger"}],"_id":"53118","date_updated":"2024-04-02T09:14:23Z","conference":{"end_date":"2022-10-01","start_date":"2022-09-29","name":"41. Motivationspsychologisches Kolloquium (MPK)","location":"Osnabrück"},"author":[{"full_name":"Schneider, Tamara","first_name":"Tamara","last_name":"Schneider","id":"91663"},{"first_name":"Katrin B.","last_name":"Klingsieck","full_name":"Klingsieck, Katrin B."}],"status":"public","year":"2022","title":"\"ProGRess\" - Ressourcen gegen Prokrastination aktivieren und Gesundheit fördern. "},{"project":[{"name":"StudyNow: StudyNow: Eine webbasierte Plattform zur Verstetigung der Lernmotivation von Studierenden mittels Gamification","_id":"102"}],"citation":{"ama":"Klingsieck KB, John T, Kundisch D. Procrastination in the Looking Glass of Self-Awareness: Can Gamified Self-Monitoring Reduce Academic Procrastination? <i>die hochschullehre</i>. 2022;8(5):61-76. doi:<a href=\"https://doi.org/10.3278/HSL2205W\">10.3278/HSL2205W</a>","bibtex":"@article{Klingsieck_John_Kundisch_2022, title={Procrastination in the Looking Glass of Self-Awareness: Can Gamified Self-Monitoring Reduce Academic Procrastination?}, volume={8}, DOI={<a href=\"https://doi.org/10.3278/HSL2205W\">10.3278/HSL2205W</a>}, number={5}, journal={die hochschullehre}, author={Klingsieck, Katrin B. and John, Thomas and Kundisch, Dennis}, year={2022}, pages={61–76} }","mla":"Klingsieck, Katrin B., et al. “Procrastination in the Looking Glass of Self-Awareness: Can Gamified Self-Monitoring Reduce Academic Procrastination?” <i>Die Hochschullehre</i>, vol. 8, no. 5, 2022, pp. 61–76, doi:<a href=\"https://doi.org/10.3278/HSL2205W\">10.3278/HSL2205W</a>.","short":"K.B. Klingsieck, T. John, D. Kundisch, Die Hochschullehre 8 (2022) 61–76.","chicago":"Klingsieck, Katrin B., Thomas John, and Dennis Kundisch. “Procrastination in the Looking Glass of Self-Awareness: Can Gamified Self-Monitoring Reduce Academic Procrastination?” <i>Die Hochschullehre</i> 8, no. 5 (2022): 61–76. <a href=\"https://doi.org/10.3278/HSL2205W\">https://doi.org/10.3278/HSL2205W</a>.","apa":"Klingsieck, K. B., John, T., &#38; Kundisch, D. (2022). Procrastination in the Looking Glass of Self-Awareness: Can Gamified Self-Monitoring Reduce Academic Procrastination? <i>Die Hochschullehre</i>, <i>8</i>(5), 61–76. <a href=\"https://doi.org/10.3278/HSL2205W\">https://doi.org/10.3278/HSL2205W</a>","ieee":"K. B. Klingsieck, T. John, and D. Kundisch, “Procrastination in the Looking Glass of Self-Awareness: Can Gamified Self-Monitoring Reduce Academic Procrastination?,” <i>die hochschullehre</i>, vol. 8, no. 5, pp. 61–76, 2022, doi: <a href=\"https://doi.org/10.3278/HSL2205W\">10.3278/HSL2205W</a>."},"issue":"5","publication":"die hochschullehre","department":[{"_id":"276"},{"_id":"426"}],"type":"journal_article","date_created":"2022-03-15T09:50:17Z","intvolume":"         8","publication_status":"published","date_updated":"2024-07-22T08:09:06Z","author":[{"id":"36716","full_name":"Klingsieck, Katrin B.","last_name":"Klingsieck","first_name":"Katrin B."},{"last_name":"John","first_name":"Thomas","full_name":"John, Thomas"},{"full_name":"Kundisch, Dennis","last_name":"Kundisch","first_name":"Dennis","id":"21117"}],"status":"public","year":"2022","title":"Procrastination in the Looking Glass of Self-Awareness: Can Gamified Self-Monitoring Reduce Academic Procrastination?","volume":8,"user_id":"1112","doi":"10.3278/HSL2205W","language":[{"iso":"eng"}],"_id":"30295","page":"61 - 76"},{"intvolume":"        16","date_updated":"2023-11-08T08:31:25Z","author":[{"last_name":"Korsmeier","first_name":"Teresa","full_name":"Korsmeier, Teresa"},{"id":"81770","last_name":"Bobe","first_name":"Julia","full_name":"Bobe, Julia"},{"id":"36716","last_name":"Klingsieck","first_name":"Katrin B.","full_name":"Klingsieck, Katrin B."}],"status":"public","year":"2021","title":"Prokrastination bei Studierenden verringern durch Anwendung eines Ratgebers im Gruppensetting","volume":16,"user_id":"14931","_id":"29135","language":[{"iso":"eng"}],"page":"22-27","citation":{"chicago":"Korsmeier, Teresa, Julia Bobe, and Katrin B. Klingsieck. “Prokrastination Bei Studierenden Verringern Durch Anwendung Eines Ratgebers Im Gruppensetting.” <i>Zeitschrift Für Beratung Und Studium</i> 16 (2021): 22–27.","short":"T. Korsmeier, J. Bobe, K.B. Klingsieck, Zeitschrift Für Beratung Und Studium 16 (2021) 22–27.","ama":"Korsmeier T, Bobe J, Klingsieck KB. Prokrastination bei Studierenden verringern durch Anwendung eines Ratgebers im Gruppensetting. <i>Zeitschrift für Beratung und Studium</i>. 2021;16:22-27.","bibtex":"@article{Korsmeier_Bobe_Klingsieck_2021, title={Prokrastination bei Studierenden verringern durch Anwendung eines Ratgebers im Gruppensetting}, volume={16}, journal={Zeitschrift für Beratung und Studium}, author={Korsmeier, Teresa and Bobe, Julia and Klingsieck, Katrin B.}, year={2021}, pages={22–27} }","apa":"Korsmeier, T., Bobe, J., &#38; Klingsieck, K. B. (2021). Prokrastination bei Studierenden verringern durch Anwendung eines Ratgebers im Gruppensetting. <i>Zeitschrift Für Beratung Und Studium</i>, <i>16</i>, 22–27.","mla":"Korsmeier, Teresa, et al. “Prokrastination Bei Studierenden Verringern Durch Anwendung Eines Ratgebers Im Gruppensetting.” <i>Zeitschrift Für Beratung Und Studium</i>, vol. 16, 2021, pp. 22–27.","ieee":"T. Korsmeier, J. Bobe, and K. B. Klingsieck, “Prokrastination bei Studierenden verringern durch Anwendung eines Ratgebers im Gruppensetting,” <i>Zeitschrift für Beratung und Studium</i>, vol. 16, pp. 22–27, 2021."},"publication":"Zeitschrift für Beratung und Studium","department":[{"_id":"426"}],"type":"journal_article","date_created":"2021-12-23T22:22:29Z"},{"volume":66,"user_id":"14931","_id":"37831","publisher":"Hogrefe Publishing Group","page":"246-257","status":"public","quality_controlled":"1","citation":{"ieee":"Ä. Wetzel, M. Weigelt, and K. B. Klingsieck, “Übersetzung und Validierung einer deutschsprachigen Version des Sport Emotion Questionnaire (SEQ),” <i>Diagnostica</i>, vol. 66, no. 4, pp. 246–257, 2020, doi: <a href=\"https://doi.org/10.1026/0012-1924/a000255\">10.1026/0012-1924/a000255</a>.","apa":"Wetzel, Ä., Weigelt, M., &#38; Klingsieck, K. B. (2020). Übersetzung und Validierung einer deutschsprachigen Version des Sport Emotion Questionnaire (SEQ). <i>Diagnostica</i>, <i>66</i>(4), 246–257. <a href=\"https://doi.org/10.1026/0012-1924/a000255\">https://doi.org/10.1026/0012-1924/a000255</a>","chicago":"Wetzel, Änne, Matthias Weigelt, and Katrin Birte Klingsieck. “Übersetzung und Validierung einer deutschsprachigen Version des Sport Emotion Questionnaire (SEQ).” <i>Diagnostica</i> 66, no. 4 (2020): 246–57. <a href=\"https://doi.org/10.1026/0012-1924/a000255\">https://doi.org/10.1026/0012-1924/a000255</a>.","short":"Ä. Wetzel, M. Weigelt, K.B. Klingsieck, Diagnostica 66 (2020) 246–257.","mla":"Wetzel, Änne, et al. “Übersetzung und Validierung einer deutschsprachigen Version des Sport Emotion Questionnaire (SEQ).” <i>Diagnostica</i>, vol. 66, no. 4, Hogrefe Publishing Group, 2020, pp. 246–57, doi:<a href=\"https://doi.org/10.1026/0012-1924/a000255\">10.1026/0012-1924/a000255</a>.","bibtex":"@article{Wetzel_Weigelt_Klingsieck_2020, title={Übersetzung und Validierung einer deutschsprachigen Version des Sport Emotion Questionnaire (SEQ)}, volume={66}, DOI={<a href=\"https://doi.org/10.1026/0012-1924/a000255\">10.1026/0012-1924/a000255</a>}, number={4}, journal={Diagnostica}, publisher={Hogrefe Publishing Group}, author={Wetzel, Änne and Weigelt, Matthias and Klingsieck, Katrin Birte}, year={2020}, pages={246–257} }","ama":"Wetzel Ä, Weigelt M, Klingsieck KB. Übersetzung und Validierung einer deutschsprachigen Version des Sport Emotion Questionnaire (SEQ). <i>Diagnostica</i>. 2020;66(4):246-257. doi:<a href=\"https://doi.org/10.1026/0012-1924/a000255\">10.1026/0012-1924/a000255</a>"},"doi":"10.1026/0012-1924/a000255","language":[{"iso":"ger"}],"intvolume":"        66","publication_status":"published","date_updated":"2023-11-08T08:32:59Z","publication_identifier":{"issn":["0012-1924","2190-622X"]},"author":[{"last_name":"Wetzel","first_name":"Änne","full_name":"Wetzel, Änne"},{"full_name":"Weigelt, Matthias","last_name":"Weigelt","first_name":"Matthias","id":"36388"},{"first_name":"Katrin Birte","last_name":"Klingsieck","full_name":"Klingsieck, Katrin Birte","id":"36716"}],"year":"2020","title":"Übersetzung und Validierung einer deutschsprachigen Version des Sport Emotion Questionnaire (SEQ)","department":[{"_id":"266"},{"_id":"426"}],"type":"journal_article","keyword":["Clinical Psychology"],"date_created":"2023-01-21T13:36:21Z","abstract":[{"lang":"eng","text":"<jats:p> Zusammenfassung. Die vorliegende Studie befasst sich mit der Übersetzung und Validierung des englischsprachigen Sport Emotion Questionnaire (SEQ; Jones et al., 2005 ), der vorwettbewerblichen Emotionen von Sporttreibenden misst. In einer ersten Teilstudie wurde mittels einer Hin-Rück-Übersetzung und des Bilingual-Retest-Verfahrens ( n = 32) eine deutsche Version des SEQ (SEQ-d) erzeugt. In Studie 2 (Tennisspieler/innen, n = 116) zeigte sich jedoch eine vom Original abweichende Faktorstruktur, woraufhin der SEQ-d als dreidimensionale Kurzskala entwickelt wurde. Diese wurde in Studie 3 (Läufern/innen, n = 271) validiert. Die Kurzskala besitzt einen akzeptablen Fit (CFI = .950, RMSEA = .069, SRMR = .063) und eine interne Konsistenz von α = .84 (negative Emotionen), α = .86 (positive Emotionen), α = .87 (Anspannung). Durch Korrelationen mit anderen Emotionsmerkmalen konnte die konvergente Validität bestätigt werden. Die Kriteriumsvalidität wurde anhand wettkampf- und personenbezogener Zusatzparameter untersucht (bspw. Alter, Wettkampferfahrung…). Mit der deutschsprachigen Version des SEQ liegt ein ökonomisches und validiertes Messinstrument zur Erfassung vorwettbewerblicher Emotionen vor. </jats:p>"}],"publication":"Diagnostica","issue":"4"},{"publication_identifier":{"issn":["0012-1924","2190-622X"]},"author":[{"last_name":"Wetzel","first_name":"Änne","full_name":"Wetzel, Änne"},{"full_name":"Weigelt, Matthias","first_name":"Matthias","last_name":"Weigelt","id":"36388"},{"id":"36716","full_name":"Klingsieck, Katrin B.","last_name":"Klingsieck","first_name":"Katrin B."}],"year":"2020","status":"public","title":"Übersetzung und Validierung einer deutschsprachigen Version des Sport Emotion Questionnaire (SEQ)","date_updated":"2023-11-08T08:32:31Z","publication_status":"published","language":[{"iso":"ger"}],"_id":"29112","page":"246-257","doi":"10.1026/0012-1924/a000255","user_id":"14931","citation":{"chicago":"Wetzel, Änne, Matthias Weigelt, and Katrin B. Klingsieck. “Übersetzung und Validierung einer deutschsprachigen Version des Sport Emotion Questionnaire (SEQ).” <i>Diagnostica</i>, 2020, 246–57. <a href=\"https://doi.org/10.1026/0012-1924/a000255\">https://doi.org/10.1026/0012-1924/a000255</a>.","short":"Ä. Wetzel, M. Weigelt, K.B. Klingsieck, Diagnostica (2020) 246–257.","apa":"Wetzel, Ä., Weigelt, M., &#38; Klingsieck, K. B. (2020). Übersetzung und Validierung einer deutschsprachigen Version des Sport Emotion Questionnaire (SEQ). <i>Diagnostica</i>, 246–257. <a href=\"https://doi.org/10.1026/0012-1924/a000255\">https://doi.org/10.1026/0012-1924/a000255</a>","ieee":"Ä. Wetzel, M. Weigelt, and K. B. Klingsieck, “Übersetzung und Validierung einer deutschsprachigen Version des Sport Emotion Questionnaire (SEQ),” <i>Diagnostica</i>, pp. 246–257, 2020, doi: <a href=\"https://doi.org/10.1026/0012-1924/a000255\">10.1026/0012-1924/a000255</a>.","ama":"Wetzel Ä, Weigelt M, Klingsieck KB. Übersetzung und Validierung einer deutschsprachigen Version des Sport Emotion Questionnaire (SEQ). <i>Diagnostica</i>. Published online 2020:246-257. doi:<a href=\"https://doi.org/10.1026/0012-1924/a000255\">10.1026/0012-1924/a000255</a>","bibtex":"@article{Wetzel_Weigelt_Klingsieck_2020, title={Übersetzung und Validierung einer deutschsprachigen Version des Sport Emotion Questionnaire (SEQ)}, DOI={<a href=\"https://doi.org/10.1026/0012-1924/a000255\">10.1026/0012-1924/a000255</a>}, journal={Diagnostica}, author={Wetzel, Änne and Weigelt, Matthias and Klingsieck, Katrin B.}, year={2020}, pages={246–257} }","mla":"Wetzel, Änne, et al. “Übersetzung und Validierung einer deutschsprachigen Version des Sport Emotion Questionnaire (SEQ).” <i>Diagnostica</i>, 2020, pp. 246–57, doi:<a href=\"https://doi.org/10.1026/0012-1924/a000255\">10.1026/0012-1924/a000255</a>."},"publication":"Diagnostica","abstract":[{"text":"<jats:p> Zusammenfassung. Die vorliegende Studie befasst sich mit der Übersetzung und Validierung des englischsprachigen Sport Emotion Questionnaire (SEQ; Jones et al., 2005 ), der vorwettbewerblichen Emotionen von Sporttreibenden misst. In einer ersten Teilstudie wurde mittels einer Hin-Rück-Übersetzung und des Bilingual-Retest-Verfahrens ( n = 32) eine deutsche Version des SEQ (SEQ-d) erzeugt. In Studie 2 (Tennisspieler/innen, n = 116) zeigte sich jedoch eine vom Original abweichende Faktorstruktur, woraufhin der SEQ-d als dreidimensionale Kurzskala entwickelt wurde. Diese wurde in Studie 3 (Läufern/innen, n = 271) validiert. Die Kurzskala besitzt einen akzeptablen Fit (CFI = .950, RMSEA = .069, SRMR = .063) und eine interne Konsistenz von α = .84 (negative Emotionen), α = .86 (positive Emotionen), α = .87 (Anspannung). Durch Korrelationen mit anderen Emotionsmerkmalen konnte die konvergente Validität bestätigt werden. Die Kriteriumsvalidität wurde anhand wettkampf- und personenbezogener Zusatzparameter untersucht (bspw. Alter, Wettkampferfahrung…). Mit der deutschsprachigen Version des SEQ liegt ein ökonomisches und validiertes Messinstrument zur Erfassung vorwettbewerblicher Emotionen vor. </jats:p>","lang":"eng"}],"date_created":"2021-12-23T08:25:38Z","department":[{"_id":"426"}],"type":"journal_article"},{"date_created":"2021-12-23T08:24:13Z","department":[{"_id":"426"}],"type":"journal_article","citation":{"mla":"Klingsieck, Katrin B., and Christiane Golombek. “Schreibherausforderungen: Ins Schreiben Kommen Und Im Schreiben Bleiben –Die Selbstregulation Beim Schreiben Wissenschaftlicher Texte in Den Qualifizierungsphasen.” <i>HLZ – Herausforderung Lehrer*innenbildung</i>, vol. 3, 2020, pp. 655–672, doi:<a href=\"https://doi.org/10.4119/HLZ-2499\">10.4119/HLZ-2499</a>.","bibtex":"@article{Klingsieck_Golombek_2020, title={Schreibherausforderungen: Ins Schreiben kommen und im Schreiben bleiben –die Selbstregulation beim Schreiben wissenschaftlicher Texte in den Qualifizierungsphasen.}, volume={3}, DOI={<a href=\"https://doi.org/10.4119/HLZ-2499\">10.4119/HLZ-2499</a>}, journal={HLZ – Herausforderung Lehrer*innenbildung}, author={Klingsieck, Katrin B. and Golombek, Christiane}, year={2020}, pages={655–672} }","ama":"Klingsieck KB, Golombek C. Schreibherausforderungen: Ins Schreiben kommen und im Schreiben bleiben –die Selbstregulation beim Schreiben wissenschaftlicher Texte in den Qualifizierungsphasen. <i>HLZ – Herausforderung Lehrer*innenbildung</i>. 2020;3:655–672. doi:<a href=\"https://doi.org/10.4119/HLZ-2499\">10.4119/HLZ-2499</a>","ieee":"K. B. Klingsieck and C. Golombek, “Schreibherausforderungen: Ins Schreiben kommen und im Schreiben bleiben –die Selbstregulation beim Schreiben wissenschaftlicher Texte in den Qualifizierungsphasen.,” <i>HLZ – Herausforderung Lehrer*innenbildung</i>, vol. 3, pp. 655–672, 2020, doi: <a href=\"https://doi.org/10.4119/HLZ-2499\">10.4119/HLZ-2499</a>.","apa":"Klingsieck, K. B., &#38; Golombek, C. (2020). Schreibherausforderungen: Ins Schreiben kommen und im Schreiben bleiben –die Selbstregulation beim Schreiben wissenschaftlicher Texte in den Qualifizierungsphasen. <i>HLZ – Herausforderung Lehrer*innenbildung</i>, <i>3</i>, 655–672. <a href=\"https://doi.org/10.4119/HLZ-2499\">https://doi.org/10.4119/HLZ-2499</a>","short":"K.B. Klingsieck, C. Golombek, HLZ – Herausforderung Lehrer*innenbildung 3 (2020) 655–672.","chicago":"Klingsieck, Katrin B., and Christiane Golombek. “Schreibherausforderungen: Ins Schreiben Kommen Und Im Schreiben Bleiben –Die Selbstregulation Beim Schreiben Wissenschaftlicher Texte in Den Qualifizierungsphasen.” <i>HLZ – Herausforderung Lehrer*innenbildung</i> 3 (2020): 655–672. <a href=\"https://doi.org/10.4119/HLZ-2499\">https://doi.org/10.4119/HLZ-2499</a>."},"publication":"HLZ – Herausforderung Lehrer*innenbildung","abstract":[{"lang":"eng","text":"Das Schreiben von wissenschaftlichen Texten ist mit einer Vielzahl von Herausforderungen verbunden, die die Bewältigung einer Schreibaufgabe häufig mühselig erscheinen lassen. Dieser Beitrag führt das wissenschaftliche Schreiben als eine Form des komplexen Problemlösens ein. Er betrachtet das wissenschaftliche Schreiben als ein rhetorisches Problem und zeigt auf, welche Ressourcen und Strategien im Rahmen des Schreibprozesses eingesetzt werden, um dieses Problem zu lösen. Der Fokus liegt dabei auf der Rolle der Selbstregulation beim wissenschaftlichen Schreiben. Aus prominenten Kompetenz- und Phasenmodellen des Schreibens abgeleitet, stellt der Beitrag grundlegende Strategien einer erfolgreichen Selbstregulation beim wissenschaftlichen Schreiben vor, die individuell eingesetzt werden können, um ins Schreiben zu kommen und im Schreiben zu bleiben."}],"language":[{"iso":"eng"}],"_id":"29109","page":"655–672","volume":3,"doi":"10.4119/HLZ-2499","user_id":"14931","author":[{"full_name":"Klingsieck, Katrin B.","first_name":"Katrin B.","last_name":"Klingsieck","id":"36716"},{"first_name":"Christiane","last_name":"Golombek","full_name":"Golombek, Christiane"}],"status":"public","title":"Schreibherausforderungen: Ins Schreiben kommen und im Schreiben bleiben –die Selbstregulation beim Schreiben wissenschaftlicher Texte in den Qualifizierungsphasen.","year":"2020","intvolume":"         3","date_updated":"2023-11-08T08:31:50Z"},{"publication":"Personality and Individual Differences","citation":{"ieee":"F. Svartdal, K. B. Klingsieck, P. Steel, and T. Gamst-Klaussen, “Measuring implemental delay in procrastination: Separating onset and sustained goal striving,” <i>Personality and Individual Differences</i>, Art. no. 109762, 2020, doi: <a href=\"https://doi.org/10.1016/j.paid.2019.109762\">10.1016/j.paid.2019.109762</a>.","apa":"Svartdal, F., Klingsieck, K. B., Steel, P., &#38; Gamst-Klaussen, T. (2020). Measuring implemental delay in procrastination: Separating onset and sustained goal striving. <i>Personality and Individual Differences</i>, Article 109762. <a href=\"https://doi.org/10.1016/j.paid.2019.109762\">https://doi.org/10.1016/j.paid.2019.109762</a>","chicago":"Svartdal, Frode, Katrin B. Klingsieck, Piers Steel, and Thor Gamst-Klaussen. “Measuring Implemental Delay in Procrastination: Separating Onset and Sustained Goal Striving.” <i>Personality and Individual Differences</i>, 2020. <a href=\"https://doi.org/10.1016/j.paid.2019.109762\">https://doi.org/10.1016/j.paid.2019.109762</a>.","short":"F. Svartdal, K.B. Klingsieck, P. Steel, T. Gamst-Klaussen, Personality and Individual Differences (2020).","mla":"Svartdal, Frode, et al. “Measuring Implemental Delay in Procrastination: Separating Onset and Sustained Goal Striving.” <i>Personality and Individual Differences</i>, 109762, 2020, doi:<a href=\"https://doi.org/10.1016/j.paid.2019.109762\">10.1016/j.paid.2019.109762</a>.","bibtex":"@article{Svartdal_Klingsieck_Steel_Gamst-Klaussen_2020, title={Measuring implemental delay in procrastination: Separating onset and sustained goal striving}, DOI={<a href=\"https://doi.org/10.1016/j.paid.2019.109762\">10.1016/j.paid.2019.109762</a>}, number={109762}, journal={Personality and Individual Differences}, author={Svartdal, Frode and Klingsieck, Katrin B. and Steel, Piers and Gamst-Klaussen, Thor}, year={2020} }","ama":"Svartdal F, Klingsieck KB, Steel P, Gamst-Klaussen T. Measuring implemental delay in procrastination: Separating onset and sustained goal striving. <i>Personality and Individual Differences</i>. Published online 2020. doi:<a href=\"https://doi.org/10.1016/j.paid.2019.109762\">10.1016/j.paid.2019.109762</a>"},"date_created":"2021-12-23T08:25:22Z","type":"journal_article","department":[{"_id":"426"}],"title":"Measuring implemental delay in procrastination: Separating onset and sustained goal striving","status":"public","year":"2020","publication_identifier":{"issn":["0191-8869"]},"author":[{"first_name":"Frode","last_name":"Svartdal","full_name":"Svartdal, Frode"},{"full_name":"Klingsieck, Katrin B.","first_name":"Katrin B.","last_name":"Klingsieck","id":"36716"},{"full_name":"Steel, Piers","first_name":"Piers","last_name":"Steel"},{"first_name":"Thor","last_name":"Gamst-Klaussen","full_name":"Gamst-Klaussen, Thor"}],"publication_status":"published","date_updated":"2023-11-08T08:35:04Z","article_number":"109762","language":[{"iso":"eng"}],"_id":"29111","user_id":"14931","doi":"10.1016/j.paid.2019.109762"},{"publication_status":"published","date_updated":"2023-11-08T08:32:10Z","title":"How Study Environments Foster Academic Procrastination: Overview and Recommendations","status":"public","year":"2020","publication_identifier":{"issn":["1664-1078"]},"author":[{"first_name":"Frode","last_name":"Svartdal","full_name":"Svartdal, Frode"},{"full_name":"Dahl, Tove I.","first_name":"Tove I.","last_name":"Dahl"},{"last_name":"Gamst-Klaussen","first_name":"Thor","full_name":"Gamst-Klaussen, Thor"},{"first_name":"Markus","last_name":"Koppenborg","full_name":"Koppenborg, Markus"},{"full_name":"Klingsieck, Katrin B.","last_name":"Klingsieck","first_name":"Katrin B.","id":"36716"}],"user_id":"14931","doi":"10.3389/fpsyg.2020.540910","_id":"29110","language":[{"iso":"eng"}],"publication":"Frontiers in Psychology","citation":{"mla":"Svartdal, Frode, et al. “How Study Environments Foster Academic Procrastination: Overview and Recommendations.” <i>Frontiers in Psychology</i>, 2020, doi:<a href=\"https://doi.org/10.3389/fpsyg.2020.540910\">10.3389/fpsyg.2020.540910</a>.","bibtex":"@article{Svartdal_Dahl_Gamst-Klaussen_Koppenborg_Klingsieck_2020, title={How Study Environments Foster Academic Procrastination: Overview and Recommendations}, DOI={<a href=\"https://doi.org/10.3389/fpsyg.2020.540910\">10.3389/fpsyg.2020.540910</a>}, journal={Frontiers in Psychology}, author={Svartdal, Frode and Dahl, Tove I. and Gamst-Klaussen, Thor and Koppenborg, Markus and Klingsieck, Katrin B.}, year={2020} }","ama":"Svartdal F, Dahl TI, Gamst-Klaussen T, Koppenborg M, Klingsieck KB. How Study Environments Foster Academic Procrastination: Overview and Recommendations. <i>Frontiers in Psychology</i>. Published online 2020. doi:<a href=\"https://doi.org/10.3389/fpsyg.2020.540910\">10.3389/fpsyg.2020.540910</a>","ieee":"F. Svartdal, T. I. Dahl, T. Gamst-Klaussen, M. Koppenborg, and K. B. Klingsieck, “How Study Environments Foster Academic Procrastination: Overview and Recommendations,” <i>Frontiers in Psychology</i>, 2020, doi: <a href=\"https://doi.org/10.3389/fpsyg.2020.540910\">10.3389/fpsyg.2020.540910</a>.","apa":"Svartdal, F., Dahl, T. I., Gamst-Klaussen, T., Koppenborg, M., &#38; Klingsieck, K. B. (2020). How Study Environments Foster Academic Procrastination: Overview and Recommendations. <i>Frontiers in Psychology</i>. <a href=\"https://doi.org/10.3389/fpsyg.2020.540910\">https://doi.org/10.3389/fpsyg.2020.540910</a>","chicago":"Svartdal, Frode, Tove I. Dahl, Thor Gamst-Klaussen, Markus Koppenborg, and Katrin B. Klingsieck. “How Study Environments Foster Academic Procrastination: Overview and Recommendations.” <i>Frontiers in Psychology</i>, 2020. <a href=\"https://doi.org/10.3389/fpsyg.2020.540910\">https://doi.org/10.3389/fpsyg.2020.540910</a>.","short":"F. Svartdal, T.I. Dahl, T. Gamst-Klaussen, M. Koppenborg, K.B. Klingsieck, Frontiers in Psychology (2020)."},"type":"journal_article","department":[{"_id":"426"}],"date_created":"2021-12-23T08:24:43Z"},{"publication_status":"published","date_updated":"2025-07-16T08:32:03Z","title":"Psychologie als Unterrichtsfach: Konzeption des Curriculums an der Universität Paderborn","status":"public","year":"2020","author":[{"full_name":"Buhl, Heike M.","first_name":"Heike M.","last_name":"Buhl","id":"27152"},{"full_name":"Scharlau, Ingrid","last_name":"Scharlau","first_name":"Ingrid","orcid":"0000-0003-2364-9489","id":"451"},{"full_name":"Patrzek, Justine","first_name":"Justine","last_name":"Patrzek","id":"82463"},{"first_name":"Sara","last_name":"Hiller","full_name":"Hiller, Sara"},{"id":"36716","last_name":"Klingsieck","first_name":"Katrin B.","full_name":"Klingsieck, Katrin B."}],"user_id":"27152","doi":"10.23668/PSYCHARCHIVES.4244","editor":[{"last_name":"Krämer","first_name":"Michael","full_name":"Krämer, Michael"}],"page":"83 - 91","_id":"31660","publisher":"Shaker","language":[{"iso":"ger"}],"publication":"Psychologiedidaktik und Evaluation XIII","citation":{"mla":"Buhl, Heike M., et al. “Psychologie als Unterrichtsfach: Konzeption des Curriculums an der Universität Paderborn.” <i>Psychologiedidaktik und Evaluation XIII</i>, edited by Michael Krämer, Shaker, 2020, pp. 83–91, doi:<a href=\"https://doi.org/10.23668/PSYCHARCHIVES.4244\">10.23668/PSYCHARCHIVES.4244</a>.","apa":"Buhl, H. M., Scharlau, I., Patrzek, J., Hiller, S., &#38; Klingsieck, K. B. (2020). Psychologie als Unterrichtsfach: Konzeption des Curriculums an der Universität Paderborn. In M. Krämer (Ed.), <i>Psychologiedidaktik und Evaluation XIII</i> (pp. 83–91). Shaker. <a href=\"https://doi.org/10.23668/PSYCHARCHIVES.4244\">https://doi.org/10.23668/PSYCHARCHIVES.4244</a>","ieee":"H. M. Buhl, I. Scharlau, J. Patrzek, S. Hiller, and K. B. Klingsieck, “Psychologie als Unterrichtsfach: Konzeption des Curriculums an der Universität Paderborn,” in <i>Psychologiedidaktik und Evaluation XIII</i>, M. Krämer, Ed. Aachen: Shaker, 2020, pp. 83–91.","short":"H.M. Buhl, I. Scharlau, J. Patrzek, S. Hiller, K.B. Klingsieck, in: M. Krämer (Ed.), Psychologiedidaktik und Evaluation XIII, Shaker, Aachen, 2020, pp. 83–91.","ama":"Buhl HM, Scharlau I, Patrzek J, Hiller S, Klingsieck KB. Psychologie als Unterrichtsfach: Konzeption des Curriculums an der Universität Paderborn. In: Krämer M, ed. <i>Psychologiedidaktik und Evaluation XIII</i>. Shaker; 2020:83-91. doi:<a href=\"https://doi.org/10.23668/PSYCHARCHIVES.4244\">10.23668/PSYCHARCHIVES.4244</a>","chicago":"Buhl, Heike M., Ingrid Scharlau, Justine Patrzek, Sara Hiller, and Katrin B. Klingsieck. “Psychologie als Unterrichtsfach: Konzeption des Curriculums an der Universität Paderborn.” In <i>Psychologiedidaktik und Evaluation XIII</i>, edited by Michael Krämer, 83–91. Aachen: Shaker, 2020. <a href=\"https://doi.org/10.23668/PSYCHARCHIVES.4244\">https://doi.org/10.23668/PSYCHARCHIVES.4244</a>.","bibtex":"@inbook{Buhl_Scharlau_Patrzek_Hiller_Klingsieck_2020, place={Aachen}, title={Psychologie als Unterrichtsfach: Konzeption des Curriculums an der Universität Paderborn}, DOI={<a href=\"https://doi.org/10.23668/PSYCHARCHIVES.4244\">10.23668/PSYCHARCHIVES.4244</a>}, booktitle={Psychologiedidaktik und Evaluation XIII}, publisher={Shaker}, author={Buhl, Heike M. and Scharlau, Ingrid and Patrzek, Justine and Hiller, Sara and Klingsieck, Katrin B.}, editor={Krämer, Michael}, year={2020}, pages={83–91} }"},"keyword":["Unterrichtsfach Psychologie"],"type":"book_chapter","department":[{"_id":"424"},{"_id":"426"},{"_id":"427"}],"date_created":"2022-06-05T02:23:51Z","place":"Aachen"}]