---
_id: '65265'
abstract:
- lang: eng
text: "Abstract\r\n \r\n Background\r\n
\ 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.\r\n \r\n
\ \r\n Aims\r\n
\ Based on these findings, we investigate whether conjunctive
and additive group work may also help reduce procrastination as compared to individual
work.\r\n \r\n \r\n
\ Methods\r\n \r\n
\ In a registered field experiment,\r\n N\r\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.\r\n \r\n \r\n
\ \r\n Results\r\n
\ 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.\r\n
\ \r\n \r\n Conclusions\r\n
\ The findings contribute to the idea that targeted
changes in the learning environment, such as the implementation of group work,
may help reduce procrastination.\r\n "
article_number: bjep.70069
author:
- first_name: Markus
full_name: Koppenborg, Markus
last_name: Koppenborg
- first_name: Joachim
full_name: Hüffmeier, Joachim
last_name: Hüffmeier
- first_name: Katrin B.
full_name: Klingsieck, Katrin B.
id: '36716'
last_name: Klingsieck
citation:
ama: Koppenborg M, Hüffmeier J, Klingsieck KB. Is procrastination among students
lower in group work? Evidence from a registered field experiment. British Journal
of Educational Psychology. Published online 2026. doi:10.1111/bjep.70069
apa: Koppenborg, M., Hüffmeier, J., & Klingsieck, K. B. (2026). Is procrastination
among students lower in group work? Evidence from a registered field experiment.
British Journal of Educational Psychology, Article bjep. 70069. https://doi.org/10.1111/bjep.70069
bibtex: '@article{Koppenborg_Hüffmeier_Klingsieck_2026, title={Is procrastination
among students lower in group work? Evidence from a registered field experiment},
DOI={10.1111/bjep.70069}, number={bjep.
70069}, journal={British Journal of Educational Psychology}, publisher={Wiley},
author={Koppenborg, Markus and Hüffmeier, Joachim and Klingsieck, Katrin B.},
year={2026} }'
chicago: Koppenborg, Markus, Joachim Hüffmeier, and Katrin B. Klingsieck. “Is Procrastination
among Students Lower in Group Work? Evidence from a Registered Field Experiment.”
British Journal of Educational Psychology, 2026. https://doi.org/10.1111/bjep.70069.
ieee: 'M. Koppenborg, J. Hüffmeier, and K. B. Klingsieck, “Is procrastination among
students lower in group work? Evidence from a registered field experiment,” British
Journal of Educational Psychology, Art. no. bjep. 70069, 2026, doi: 10.1111/bjep.70069.'
mla: Koppenborg, Markus, et al. “Is Procrastination among Students Lower in Group
Work? Evidence from a Registered Field Experiment.” British Journal of Educational
Psychology, bjep. 70069, Wiley, 2026, doi:10.1111/bjep.70069.
short: M. Koppenborg, J. Hüffmeier, K.B. Klingsieck, British Journal of Educational
Psychology (2026).
date_created: 2026-03-31T18:55:54Z
date_updated: 2026-03-31T18:57:37Z
department:
- _id: '426'
doi: 10.1111/bjep.70069
language:
- iso: eng
publication: British Journal of Educational Psychology
publication_identifier:
issn:
- 0007-0998
- 2044-8279
publication_status: published
publisher: Wiley
status: public
title: Is procrastination among students lower in group work? Evidence from a registered
field experiment
type: journal_article
user_id: '36716'
year: '2026'
...
---
_id: '62060'
author:
- first_name: Julia
full_name: Bobe, Julia
id: '81770'
last_name: Bobe
- first_name: Claudia
full_name: Decker, Claudia
id: '31046'
last_name: Decker
- first_name: Katrin B.
full_name: Klingsieck, Katrin B.
id: '36716'
last_name: Klingsieck
citation:
ama: 'Bobe J, Decker C, Klingsieck KB. Gestärkt durchs Studium - Universitäre Unterstützungsangebote
zum Stress- und Selbstmanagement. In: ; 2025.'
apa: Bobe, J., Decker, C., & Klingsieck, K. B. (2025). Gestärkt durchs Studium
- Universitäre Unterstützungsangebote zum Stress- und Selbstmanagement. 5.
DGPPF-Tagung an der Universität zu Lübeck, Lübeck.
bibtex: '@inproceedings{Bobe_Decker_Klingsieck_2025, title={Gestärkt durchs Studium
- Universitäre Unterstützungsangebote zum Stress- und Selbstmanagement}, author={Bobe,
Julia and Decker, Claudia and Klingsieck, Katrin B.}, year={2025} }'
chicago: Bobe, Julia, Claudia Decker, and Katrin B. Klingsieck. “Gestärkt Durchs
Studium - Universitäre Unterstützungsangebote Zum Stress- Und Selbstmanagement,”
2025.
ieee: J. Bobe, C. Decker, and K. B. Klingsieck, “Gestärkt durchs Studium - Universitäre
Unterstützungsangebote zum Stress- und Selbstmanagement,” presented at the 5.
DGPPF-Tagung an der Universität zu Lübeck, Lübeck, 2025.
mla: Bobe, Julia, et al. Gestärkt Durchs Studium - Universitäre Unterstützungsangebote
Zum Stress- Und Selbstmanagement. 2025.
short: 'J. Bobe, C. Decker, K.B. Klingsieck, in: 2025.'
conference:
end_date: 19.10.2025
location: Lübeck
name: 5. DGPPF-Tagung an der Universität zu Lübeck
start_date: 17.10.2025
date_created: 2025-11-04T07:53:55Z
date_updated: 2025-11-04T07:54:44Z
department:
- _id: '426'
language:
- iso: eng
status: public
title: Gestärkt durchs Studium - Universitäre Unterstützungsangebote zum Stress- und
Selbstmanagement
type: conference
user_id: '81770'
year: '2025'
...
---
_id: '62058'
author:
- first_name: Julia
full_name: Bobe, Julia
id: '81770'
last_name: Bobe
- first_name: Katrin B.
full_name: Klingsieck, Katrin B.
last_name: Klingsieck
citation:
ama: 'Bobe J, Klingsieck KB. The Role of Subjective Discomfort in Procrastination
- Feeling bad about unnecessary delaying and therefore, preventing it? In: ;
2025.'
apa: Bobe, J., & Klingsieck, K. B. (2025). The Role of Subjective Discomfort
in Procrastination - Feeling bad about unnecessary delaying and therefore, preventing
it? Procrastination Research Conference, Utrecht.
bibtex: '@inproceedings{Bobe_Klingsieck_2025, title={The Role of Subjective Discomfort
in Procrastination - Feeling bad about unnecessary delaying and therefore, preventing
it?}, author={Bobe, Julia and Klingsieck, Katrin B.}, year={2025} }'
chicago: Bobe, Julia, and Katrin B. Klingsieck. “The Role of Subjective Discomfort
in Procrastination - Feeling Bad about Unnecessary Delaying and Therefore, Preventing
It?,” 2025.
ieee: J. Bobe and K. B. Klingsieck, “The Role of Subjective Discomfort in Procrastination
- Feeling bad about unnecessary delaying and therefore, preventing it?,” presented
at the Procrastination Research Conference, Utrecht, 2025.
mla: Bobe, Julia, and Katrin B. Klingsieck. The Role of Subjective Discomfort
in Procrastination - Feeling Bad about Unnecessary Delaying and Therefore, Preventing
It? 2025.
short: 'J. Bobe, K.B. Klingsieck, in: 2025.'
conference:
end_date: 11.07.2025
location: Utrecht
name: Procrastination Research Conference
start_date: 09.07.2025
date_created: 2025-11-04T07:50:45Z
date_updated: 2025-11-04T07:54:48Z
department:
- _id: '426'
language:
- iso: eng
status: public
title: The Role of Subjective Discomfort in Procrastination - Feeling bad about unnecessary
delaying and therefore, preventing it?
type: conference
user_id: '81770'
year: '2025'
...
---
_id: '53603'
abstract:
- lang: eng
text: ' 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:
- first_name: Markus
full_name: Koppenborg, Markus
last_name: Koppenborg
- first_name: Katrin B.
full_name: Klingsieck, Katrin B.
id: '36716'
last_name: Klingsieck
citation:
ama: Koppenborg M, Klingsieck KB. „Wir wollen mitreden!“ – Entwicklung und Validierung
von Skalen zur Erfassung motivationaler Regulation bei der Teilnahme an Befragungen
zur Evaluation des Studiums (SMR-Eval). Zeitschrift für Pädagogische Psychologie.
Published online 2024. doi:10.1024/1010-0652/a000381
apa: Koppenborg, M., & Klingsieck, K. B. (2024). „Wir wollen mitreden!“ – Entwicklung
und Validierung von Skalen zur Erfassung motivationaler Regulation bei der Teilnahme
an Befragungen zur Evaluation des Studiums (SMR-Eval). Zeitschrift für Pädagogische
Psychologie. https://doi.org/10.1024/1010-0652/a000381
bibtex: '@article{Koppenborg_Klingsieck_2024, 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},
journal={Zeitschrift für Pädagogische Psychologie}, publisher={Hogrefe Publishing
Group}, author={Koppenborg, Markus and Klingsieck, Katrin B.}, year={2024} }'
chicago: Koppenborg, Markus, and Katrin B. Klingsieck. “„Wir wollen mitreden!“ –
Entwicklung und Validierung von Skalen zur Erfassung motivationaler Regulation
bei der Teilnahme an Befragungen zur Evaluation des Studiums (SMR-Eval).” Zeitschrift
für Pädagogische Psychologie, 2024. https://doi.org/10.1024/1010-0652/a000381.
ieee: 'M. Koppenborg and K. B. Klingsieck, “„Wir wollen mitreden!“ – Entwicklung
und Validierung von Skalen zur Erfassung motivationaler Regulation bei der Teilnahme
an Befragungen zur Evaluation des Studiums (SMR-Eval),” Zeitschrift für Pädagogische
Psychologie, 2024, doi: 10.1024/1010-0652/a000381.'
mla: Koppenborg, Markus, and Katrin B. Klingsieck. “„Wir wollen mitreden!“ – Entwicklung
und Validierung von Skalen zur Erfassung motivationaler Regulation bei der Teilnahme
an Befragungen zur Evaluation des Studiums (SMR-Eval).” Zeitschrift für Pädagogische
Psychologie, Hogrefe Publishing Group, 2024, doi:10.1024/1010-0652/a000381.
short: M. Koppenborg, K.B. Klingsieck, Zeitschrift für Pädagogische Psychologie
(2024).
date_created: 2024-04-19T18:20:08Z
date_updated: 2024-04-19T18:22:00Z
department:
- _id: '426'
doi: 10.1024/1010-0652/a000381
keyword:
- Developmental and Educational Psychology
language:
- iso: ger
publication: Zeitschrift für Pädagogische Psychologie
publication_identifier:
issn:
- 1010-0652
- 1664-2910
publication_status: published
publisher: Hogrefe Publishing Group
status: public
title: „Wir wollen mitreden!“ – Entwicklung und Validierung von Skalen zur Erfassung
motivationaler Regulation bei der Teilnahme an Befragungen zur Evaluation des Studiums
(SMR-Eval)
type: journal_article
user_id: '36716'
year: '2024'
...
---
_id: '55577'
abstract:
- lang: eng
text: ' 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. '
alternative_title:
- Insights From a LST-Analysis of a Trait Procrastination Scale
author:
- first_name: Markus
full_name: Koppenborg, Markus
last_name: Koppenborg
- first_name: Anna
full_name: Ebert, Anna
last_name: Ebert
- first_name: Katrin B.
full_name: Klingsieck, Katrin B.
id: '36716'
last_name: Klingsieck
citation:
ama: Koppenborg M, Ebert A, Klingsieck KB. Trait- and State-Aspects of Procrastination
and Their Relation to Study Satisfaction. European Journal of Psychological
Assessment. Published online 2024. doi:10.1027/1015-5759/a000853
apa: Koppenborg, M., Ebert, A., & Klingsieck, K. B. (2024). Trait- and State-Aspects
of Procrastination and Their Relation to Study Satisfaction. European Journal
of Psychological Assessment. https://doi.org/10.1027/1015-5759/a000853
bibtex: '@article{Koppenborg_Ebert_Klingsieck_2024, title={Trait- and State-Aspects
of Procrastination and Their Relation to Study Satisfaction}, DOI={10.1027/1015-5759/a000853},
journal={European Journal of Psychological Assessment}, publisher={Hogrefe Publishing
Group}, author={Koppenborg, Markus and Ebert, Anna and Klingsieck, Katrin B.},
year={2024} }'
chicago: Koppenborg, Markus, Anna Ebert, and Katrin B. Klingsieck. “Trait- and State-Aspects
of Procrastination and Their Relation to Study Satisfaction.” European Journal
of Psychological Assessment, 2024. https://doi.org/10.1027/1015-5759/a000853.
ieee: 'M. Koppenborg, A. Ebert, and K. B. Klingsieck, “Trait- and State-Aspects
of Procrastination and Their Relation to Study Satisfaction,” European Journal
of Psychological Assessment, 2024, doi: 10.1027/1015-5759/a000853.'
mla: Koppenborg, Markus, et al. “Trait- and State-Aspects of Procrastination and
Their Relation to Study Satisfaction.” European Journal of Psychological Assessment,
Hogrefe Publishing Group, 2024, doi:10.1027/1015-5759/a000853.
short: M. Koppenborg, A. Ebert, K.B. Klingsieck, European Journal of Psychological
Assessment (2024).
date_created: 2024-08-10T09:59:42Z
date_updated: 2024-08-10T10:01:59Z
department:
- _id: '426'
doi: 10.1027/1015-5759/a000853
language:
- iso: eng
publication: European Journal of Psychological Assessment
publication_identifier:
issn:
- 1015-5759
- 2151-2426
publication_status: published
publisher: Hogrefe Publishing Group
status: public
title: Trait- and State-Aspects of Procrastination and Their Relation to Study Satisfaction
type: journal_article
user_id: '36716'
year: '2024'
...
---
_id: '55578'
abstract:
- lang: eng
text: ' 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:
- first_name: Katrin B.
full_name: Klingsieck, Katrin B.
id: '36716'
last_name: Klingsieck
citation:
ama: Klingsieck KB. Procrastination – Having, or Not Having Self-Access, That Is
the Question. European Psychologist. 2024;29(2):123-135. doi:10.1027/1016-9040/a000528
apa: Klingsieck, K. B. (2024). Procrastination – Having, or Not Having Self-Access,
That Is the Question. European Psychologist, 29(2), 123–135. https://doi.org/10.1027/1016-9040/a000528
bibtex: '@article{Klingsieck_2024, title={Procrastination – Having, or Not Having
Self-Access, That Is the Question}, volume={29}, DOI={10.1027/1016-9040/a000528},
number={2}, journal={European Psychologist}, publisher={Hogrefe Publishing Group},
author={Klingsieck, Katrin B.}, year={2024}, pages={123–135} }'
chicago: 'Klingsieck, Katrin B. “Procrastination – Having, or Not Having Self-Access,
That Is the Question.” European Psychologist 29, no. 2 (2024): 123–35.
https://doi.org/10.1027/1016-9040/a000528.'
ieee: 'K. B. Klingsieck, “Procrastination – Having, or Not Having Self-Access, That
Is the Question,” European Psychologist, vol. 29, no. 2, pp. 123–135, 2024,
doi: 10.1027/1016-9040/a000528.'
mla: Klingsieck, Katrin B. “Procrastination – Having, or Not Having Self-Access,
That Is the Question.” European Psychologist, vol. 29, no. 2, Hogrefe Publishing
Group, 2024, pp. 123–35, doi:10.1027/1016-9040/a000528.
short: K.B. Klingsieck, European Psychologist 29 (2024) 123–135.
date_created: 2024-08-10T10:01:06Z
date_updated: 2024-08-10T10:01:52Z
department:
- _id: '426'
doi: 10.1027/1016-9040/a000528
intvolume: ' 29'
issue: '2'
language:
- iso: eng
page: 123-135
publication: European Psychologist
publication_identifier:
issn:
- 1016-9040
- 1878-531X
publication_status: published
publisher: Hogrefe Publishing Group
status: public
title: Procrastination – Having, or Not Having Self-Access, That Is the Question
type: journal_article
user_id: '36716'
volume: 29
year: '2024'
...
---
_id: '58322'
alternative_title:
- Prokrastination von Lernenden in Schule und Hochschule
author:
- first_name: Katrin B.
full_name: Klingsieck, Katrin B.
id: '36716'
last_name: Klingsieck
- first_name: Carola
full_name: Grunschel, Carola
last_name: Grunschel
citation:
ama: Klingsieck KB, Grunschel C. Procrastination of learners in school and at universities.
Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie. 2024;56(4):159-161.
doi:10.1026/0049-8637/a000297
apa: Klingsieck, K. B., & Grunschel, C. (2024). Procrastination of learners
in school and at universities. Zeitschrift für Entwicklungspsychologie und
Pädagogische Psychologie, 56(4), 159–161. https://doi.org/10.1026/0049-8637/a000297
bibtex: '@article{Klingsieck_Grunschel_2024, title={Procrastination of learners
in school and at universities}, volume={56}, DOI={10.1026/0049-8637/a000297},
number={4}, journal={Zeitschrift für Entwicklungspsychologie und Pädagogische
Psychologie}, publisher={Hogrefe Publishing Group}, author={Klingsieck, Katrin
B. and Grunschel, Carola}, year={2024}, pages={159–161} }'
chicago: 'Klingsieck, Katrin B., and Carola Grunschel. “Procrastination of learners
in school and at universities.” Zeitschrift für Entwicklungspsychologie und
Pädagogische Psychologie 56, no. 4 (2024): 159–61. https://doi.org/10.1026/0049-8637/a000297.'
ieee: 'K. B. Klingsieck and C. Grunschel, “Procrastination of learners in school
and at universities,” Zeitschrift für Entwicklungspsychologie und Pädagogische
Psychologie, vol. 56, no. 4, pp. 159–161, 2024, doi: 10.1026/0049-8637/a000297.'
mla: Klingsieck, Katrin B., and Carola Grunschel. “Procrastination of learners in
school and at universities.” Zeitschrift für Entwicklungspsychologie und Pädagogische
Psychologie, vol. 56, no. 4, Hogrefe Publishing Group, 2024, pp. 159–61, doi:10.1026/0049-8637/a000297.
short: K.B. Klingsieck, C. Grunschel, Zeitschrift für Entwicklungspsychologie und
Pädagogische Psychologie 56 (2024) 159–161.
date_created: 2025-01-22T13:38:35Z
date_updated: 2025-04-14T20:57:11Z
department:
- _id: '426'
doi: 10.1026/0049-8637/a000297
intvolume: ' 56'
issue: '4'
language:
- iso: ger
page: 159-161
publication: Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie
publication_identifier:
issn:
- 0049-8637
- 2190-6262
publication_status: published
publisher: Hogrefe Publishing Group
status: public
title: Procrastination of learners in school and at universities
type: journal_article
user_id: '36716'
volume: 56
year: '2024'
...
---
_id: '57846'
abstract:
- lang: eng
text: ' 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. '
alternative_title:
- Effects of a Resource-Oriented Training Program
article_type: original
author:
- first_name: Mara
full_name: Kaemper, Mara
id: '82259'
last_name: Kaemper
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
- first_name: Katrin B.
full_name: Klingsieck, Katrin B.
id: '36716'
last_name: Klingsieck
citation:
ama: Kaemper M, Buhl HM, Klingsieck KB. How to Improve Student Teachers’ Self-Regulated
Competency Development. Zeitschrift für Entwicklungspsychologie und Pädagogische
Psychologie. 2024;56(4):197-208. doi:10.1026/0049-8637/a000301
apa: Kaemper, M., Buhl, H. M., & Klingsieck, K. B. (2024). How to Improve Student
Teachers’ Self-Regulated Competency Development. Zeitschrift für Entwicklungspsychologie
und Pädagogische Psychologie, 56(4), 197–208. https://doi.org/10.1026/0049-8637/a000301
bibtex: '@article{Kaemper_Buhl_Klingsieck_2024, title={How to Improve Student Teachers’
Self-Regulated Competency Development}, volume={56}, DOI={10.1026/0049-8637/a000301},
number={4}, journal={Zeitschrift für Entwicklungspsychologie und Pädagogische
Psychologie}, publisher={Hogrefe Publishing Group}, author={Kaemper, Mara and
Buhl, Heike M. and Klingsieck, Katrin B.}, year={2024}, pages={197–208} }'
chicago: 'Kaemper, Mara, Heike M. Buhl, and Katrin B. Klingsieck. “How to Improve
Student Teachers’ Self-Regulated Competency Development.” Zeitschrift für Entwicklungspsychologie
und Pädagogische Psychologie 56, no. 4 (2024): 197–208. https://doi.org/10.1026/0049-8637/a000301.'
ieee: 'M. Kaemper, H. M. Buhl, and K. B. Klingsieck, “How to Improve Student Teachers’
Self-Regulated Competency Development,” Zeitschrift für Entwicklungspsychologie
und Pädagogische Psychologie, vol. 56, no. 4, pp. 197–208, 2024, doi: 10.1026/0049-8637/a000301.'
mla: Kaemper, Mara, et al. “How to Improve Student Teachers’ Self-Regulated Competency
Development.” Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie,
vol. 56, no. 4, Hogrefe Publishing Group, 2024, pp. 197–208, doi:10.1026/0049-8637/a000301.
short: M. Kaemper, H.M. Buhl, K.B. Klingsieck, Zeitschrift für Entwicklungspsychologie
und Pädagogische Psychologie 56 (2024) 197–208.
date_created: 2024-12-20T09:06:46Z
date_updated: 2024-12-20T09:16:08Z
department:
- _id: '426'
- _id: '427'
doi: 10.1026/0049-8637/a000301
intvolume: ' 56'
issue: '4'
language:
- iso: ger
page: 197-208
project:
- _id: '1387'
name: DigiSelF - Digitalisierung als Herausforderung und Innovation in der Hochschullehre
publication: Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie
publication_identifier:
issn:
- 0049-8637
- 2190-6262
publication_status: published
publisher: Hogrefe Publishing Group
status: public
title: How to Improve Student Teachers’ Self-Regulated Competency Development
type: journal_article
user_id: '82259'
volume: 56
year: '2024'
...
---
_id: '57903'
author:
- first_name: Julia
full_name: Bobe, Julia
id: '81770'
last_name: Bobe
- first_name: Katrin B.
full_name: Klingsieck, Katrin B.
last_name: Klingsieck
citation:
ama: Bobe J, Klingsieck KB. Der Einfluss des antizipierten subjektiven Unwohlseins
auf akademische Prokrastination . Published online 2024.
apa: Bobe, J., & Klingsieck, K. B. (2024). Der Einfluss des antizipierten
subjektiven Unwohlseins auf akademische Prokrastination . 53. DGPs Kongress
2024, Wien.
bibtex: '@article{Bobe_Klingsieck_2024, series={Ansorge, Gugerell, Pomper, Szaszkó,
Werner (Eds.) Congress of the German and Austrian Psychological Societies 2024.
Lengerich: Pabst.}, title={Der Einfluss des antizipierten subjektiven Unwohlseins
auf akademische Prokrastination }, author={Bobe, Julia and Klingsieck, Katrin
B.}, year={2024}, collection={Ansorge, Gugerell, Pomper, Szaszkó, Werner (Eds.)
Congress of the German and Austrian Psychological Societies 2024. Lengerich: Pabst.}
}'
chicago: 'Bobe, Julia, and Katrin B. Klingsieck. “Der Einfluss Des Antizipierten
Subjektiven Unwohlseins Auf Akademische Prokrastination .” Ansorge, Gugerell,
Pomper, Szaszkó, Werner (Eds.) Congress of the German and Austrian Psychological
Societies 2024. Lengerich: Pabst., 2024.'
ieee: J. Bobe and K. B. Klingsieck, “Der Einfluss des antizipierten subjektiven
Unwohlseins auf akademische Prokrastination .” 2024.
mla: Bobe, Julia, and Katrin B. Klingsieck. Der Einfluss Des Antizipierten Subjektiven
Unwohlseins Auf Akademische Prokrastination . 2024.
short: J. Bobe, K.B. Klingsieck, (2024).
conference:
end_date: 2024-09-19
location: Wien
name: 53. DGPs Kongress 2024
start_date: 2024-09-16
date_created: 2025-01-03T11:40:11Z
date_updated: 2025-01-03T11:41:21Z
department:
- _id: '426'
language:
- iso: eng
publication_status: published
series_title: 'Ansorge, Gugerell, Pomper, Szaszkó, Werner (Eds.) Congress of the German
and Austrian Psychological Societies 2024. Lengerich: Pabst.'
status: public
title: 'Der Einfluss des antizipierten subjektiven Unwohlseins auf akademische Prokrastination '
type: conference_abstract
user_id: '81770'
year: '2024'
...
---
_id: '46933'
abstract:
- lang: eng
text: 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.
article_type: original
author:
- first_name: Markus
full_name: Koppenborg, Markus
last_name: Koppenborg
- first_name: Katrin B.
full_name: Klingsieck, Katrin B.
id: '36716'
last_name: Klingsieck
- first_name: Joachim
full_name: Hüffmeier, Joachim
last_name: Hüffmeier
citation:
ama: 'Koppenborg M, Klingsieck KB, Hüffmeier J. Conjunctive and additive group work
reduce academic procrastination: insights from a vignette study. Current Psychology.
Published online 2023. doi:10.1007/s12144-023-04294-w'
apa: 'Koppenborg, M., Klingsieck, K. B., & Hüffmeier, J. (2023). Conjunctive
and additive group work reduce academic procrastination: insights from a vignette
study. Current Psychology. https://doi.org/10.1007/s12144-023-04294-w'
bibtex: '@article{Koppenborg_Klingsieck_Hüffmeier_2023, title={Conjunctive and additive
group work reduce academic procrastination: insights from a vignette study}, DOI={10.1007/s12144-023-04294-w},
journal={Current Psychology}, publisher={Springer Science and Business Media LLC},
author={Koppenborg, Markus and Klingsieck, Katrin B. and Hüffmeier, Joachim},
year={2023} }'
chicago: 'Koppenborg, Markus, Katrin B. Klingsieck, and Joachim Hüffmeier. “Conjunctive
and Additive Group Work Reduce Academic Procrastination: Insights from a Vignette
Study.” Current Psychology, 2023. https://doi.org/10.1007/s12144-023-04294-w.'
ieee: 'M. Koppenborg, K. B. Klingsieck, and J. Hüffmeier, “Conjunctive and additive
group work reduce academic procrastination: insights from a vignette study,” Current
Psychology, 2023, doi: 10.1007/s12144-023-04294-w.'
mla: 'Koppenborg, Markus, et al. “Conjunctive and Additive Group Work Reduce Academic
Procrastination: Insights from a Vignette Study.” Current Psychology, Springer
Science and Business Media LLC, 2023, doi:10.1007/s12144-023-04294-w.'
short: M. Koppenborg, K.B. Klingsieck, J. Hüffmeier, Current Psychology (2023).
date_created: 2023-09-09T15:38:59Z
date_updated: 2023-11-08T08:26:49Z
department:
- _id: '426'
doi: 10.1007/s12144-023-04294-w
keyword:
- General Psychology
language:
- iso: eng
publication: Current Psychology
publication_identifier:
issn:
- 1046-1310
- 1936-4733
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: 'Conjunctive and additive group work reduce academic procrastination: insights
from a vignette study'
type: journal_article
user_id: '14931'
year: '2023'
...
---
_id: '45658'
abstract:
- lang: ger
text: Um Schüler*innenmerkmale korrekt zu beurteilen benötigen Lehrkräfte diagnostische
Kompetenz. Insbesondere die genaue Einschätzung nicht-kognitiver Merkmale von
Schüler*innen fällt Lehrkräften eher schwer. Dazu zählen auch mögliche Anzeichen
für Lern- und Verhaltensauffälligkeiten. Maßnahmen zur Förderung diagnostischer
Kompetenz fokussieren bisher größtenteils die Diagnostik fachspezifischer, situativer
Urteilsgegenstände, wie Fehlkonzepte im Mathematikunterricht. Systematisch evaluierte
Fördermaßnahmen, die das Erkennen und Beurteilen von Lern- und Verhaltensauffälligkeiten
bei Schüler*innen fokussieren, existieren bisher nicht.Aus diesem Anlass wurde
die digitale, problemorientierte Simulation GEProS zur Förderung diagnostischer
Kompetenz von Lehramtsstudierenden entwickelt und systematisch in drei längsschnittlichen,
(quasi-)experimentellen Kontrollgruppenstudien evaluiert. Die Ergebnisse zeigen,
dass die GEProS einen Mehrwert für die Förderung diagnostischer Kompetenz insbesondere
im Bereich selbstbestimmter Motivation bieten kann. Ein integriertes Quiz mit
Feedback kann mittels testing effect darüber hinaus der Erwerb deklarativ-konzeptionellen
Wissens als zentrale Disposition diagnostischer Kompetenz in GEProS unterstützen.
Die Ergebnisse tragen durch das entwickelte Integrative Modell diagnostischer
Kompetenz zur Theoriebildung sowie zur Forschung und Entwicklung im Bereich der
Förderung diagnostischer Kompetenz bei, indem eine Maßnahme zur Förderung diagnostischer
Kompetenz für einen fächerübergreifenden, zeitlich stabilen Urteilsgegenstand
systematisch evaluiert wurde. Durch die Ableitung und Berücksichtigung wesentlicher
Merkmale digitaler Simulationen trägt diese Arbeit außerdem zur theoretischen
Fundierung digitaler Simulationen bei.
- lang: eng
text: In order to accurately assess student characteristics, teachers need diagnostic
competence. Especially the accurate assessment of non-cognitive student characteristics
tends to be difficult for teachers. These can also include possible signs of learning
and behavioral problems. Measures to promote diagnostic competence have so far
largely focused on the diagnosis of subject-specific and temporary objects of
judgment, such as misconceptions in mathematics education. So far, there are no
systematically evaluated measures that focus on the recognition and assessment
of learning and behavioral problems in students.For this reason, the digital,
problem-based simulation GEProS was developed to promote diagnostic competence
in pre-service teachers. GEProS was systematically evaluated in three longitudinal,
(quasi-)experimental control group studies. The results show that GEProS can provide
added value for promoting diagnostic competence in university teacher education,
especially in the area of self-determined motivation. Furthermore, by means of
an integrated quiz with feedback, the testing effect can be used in GEProS to
support the acquisition of declarative-conceptual knowledge, a central disposition
of diagnostic competence. By developing an Integrative Model of Diagnostic Competence,
this thesis contributes to theory building as well as to research and development
in the area of promoting diagnostic competence of (pre-service) teachers by systematically
evaluating a measure for promoting diagnostic competence for a subject-general,
temporally stable object of judgment. In addition, key features of digital simulations
were defined and served as a basis for the development of GEProS. This work thus
also contributes to the theoretical foundation of digital simulations.
alternative_title:
- GEProS - Development and evaluation of a digital simulation to promote diagnostic
competence in pre-service teachers
author:
- first_name: Lea
full_name: Grotegut, Lea
id: '34280'
last_name: Grotegut
citation:
ama: Grotegut L. GEProS - Entwicklung und Evaluation einer digitalen Simulation
zur Förderung diagnostischer Kompetenz von Lehramtsstudierenden. Universität
Paderborn; 2023. doi:10.17619/UNIPB/1-1753
apa: Grotegut, L. (2023). GEProS - Entwicklung und Evaluation einer digitalen
Simulation zur Förderung diagnostischer Kompetenz von Lehramtsstudierenden.
Universität Paderborn. https://doi.org/10.17619/UNIPB/1-1753
bibtex: '@book{Grotegut_2023, place={Paderborn}, title={GEProS - Entwicklung und
Evaluation einer digitalen Simulation zur Förderung diagnostischer Kompetenz von
Lehramtsstudierenden}, DOI={10.17619/UNIPB/1-1753},
publisher={Universität Paderborn}, author={Grotegut, Lea}, year={2023} }'
chicago: 'Grotegut, Lea. GEProS - Entwicklung und Evaluation einer digitalen
Simulation zur Förderung diagnostischer Kompetenz von Lehramtsstudierenden.
Paderborn: Universität Paderborn, 2023. https://doi.org/10.17619/UNIPB/1-1753.'
ieee: 'L. Grotegut, GEProS - Entwicklung und Evaluation einer digitalen Simulation
zur Förderung diagnostischer Kompetenz von Lehramtsstudierenden. Paderborn:
Universität Paderborn, 2023.'
mla: Grotegut, Lea. GEProS - Entwicklung und Evaluation einer digitalen Simulation
zur Förderung diagnostischer Kompetenz von Lehramtsstudierenden. Universität
Paderborn, 2023, doi:10.17619/UNIPB/1-1753.
short: L. Grotegut, GEProS - Entwicklung und Evaluation einer digitalen Simulation
zur Förderung diagnostischer Kompetenz von Lehramtsstudierenden, Universität Paderborn,
Paderborn, 2023.
date_created: 2023-06-16T12:51:39Z
date_updated: 2023-11-08T08:27:52Z
ddc:
- '150'
department:
- _id: '426'
doi: 10.17619/UNIPB/1-1753
file:
- access_level: closed
content_type: application/pdf
creator: lea15g
date_created: 2023-06-16T13:00:00Z
date_updated: 2023-06-16T13:00:00Z
file_id: '45660'
file_name: Grotegut_Dissertation_2023.pdf
file_size: 872698
relation: main_file
success: 1
file_date_updated: 2023-06-16T13:00:00Z
has_accepted_license: '1'
jel:
- P
language:
- iso: ger
page: '56'
place: Paderborn
publication_status: published
publisher: Universität Paderborn
status: public
supervisor:
- first_name: Katrin B.
full_name: Klingsieck, Katrin B.
id: '36716'
last_name: Klingsieck
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
title: GEProS - Entwicklung und Evaluation einer digitalen Simulation zur Förderung
diagnostischer Kompetenz von Lehramtsstudierenden
type: dissertation
user_id: '14931'
year: '2023'
...
---
_id: '48087'
abstract:
- lang: eng
text: '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.'
article_type: original
author:
- first_name: Lea
full_name: Grotegut, Lea
id: '34280'
last_name: Grotegut
- first_name: Katrin B.
full_name: Klingsieck, Katrin B.
id: '36716'
last_name: Klingsieck
citation:
ama: 'Grotegut L, Klingsieck KB. Kompetenzentwicklung in der Lehrkräftebildung:
der Mehrwert einer digitalen Simulation. ZeHf – Zeitschrift für empirische
Hochschulforschung. 2023;7(1):56-73. doi:10.3224/zehf.v7i1.05'
apa: 'Grotegut, L., & Klingsieck, K. B. (2023). Kompetenzentwicklung in der
Lehrkräftebildung: der Mehrwert einer digitalen Simulation. ZeHf – Zeitschrift
Für Empirische Hochschulforschung, 7(1), 56–73. https://doi.org/10.3224/zehf.v7i1.05'
bibtex: '@article{Grotegut_Klingsieck_2023, title={Kompetenzentwicklung in der Lehrkräftebildung:
der Mehrwert einer digitalen Simulation}, volume={7}, DOI={10.3224/zehf.v7i1.05},
number={1}, journal={ZeHf – Zeitschrift für empirische Hochschulforschung}, publisher={Verlag
Barbara Budrich GmbH}, author={Grotegut, Lea and Klingsieck, Katrin B.}, year={2023},
pages={56–73} }'
chicago: 'Grotegut, Lea, and Katrin B. Klingsieck. “Kompetenzentwicklung in Der
Lehrkräftebildung: Der Mehrwert Einer Digitalen Simulation.” ZeHf – Zeitschrift
Für Empirische Hochschulforschung 7, no. 1 (2023): 56–73. https://doi.org/10.3224/zehf.v7i1.05.'
ieee: 'L. Grotegut and K. B. Klingsieck, “Kompetenzentwicklung in der Lehrkräftebildung:
der Mehrwert einer digitalen Simulation,” ZeHf – Zeitschrift für empirische
Hochschulforschung, vol. 7, no. 1, pp. 56–73, 2023, doi: 10.3224/zehf.v7i1.05.'
mla: 'Grotegut, Lea, and Katrin B. Klingsieck. “Kompetenzentwicklung in Der Lehrkräftebildung:
Der Mehrwert Einer Digitalen Simulation.” ZeHf – Zeitschrift Für Empirische
Hochschulforschung, vol. 7, no. 1, Verlag Barbara Budrich GmbH, 2023, pp.
56–73, doi:10.3224/zehf.v7i1.05.'
short: L. Grotegut, K.B. Klingsieck, ZeHf – Zeitschrift Für Empirische Hochschulforschung
7 (2023) 56–73.
date_created: 2023-10-16T10:39:34Z
date_updated: 2023-11-08T08:28:15Z
department:
- _id: '426'
doi: 10.3224/zehf.v7i1.05
intvolume: ' 7'
issue: '1'
keyword:
- General Earth and Planetary Sciences
- General Engineering
- General Environmental Science
language:
- iso: eng
page: 56-73
publication: ZeHf – Zeitschrift für empirische Hochschulforschung
publication_identifier:
issn:
- 2367-3044
- 2367-3052
publication_status: published
publisher: Verlag Barbara Budrich GmbH
status: public
title: 'Kompetenzentwicklung in der Lehrkräftebildung: der Mehrwert einer digitalen
Simulation'
type: journal_article
user_id: '14931'
volume: 7
year: '2023'
...
---
_id: '48730'
author:
- first_name: Julia
full_name: Bobe, Julia
id: '81770'
last_name: Bobe
- first_name: Katrin B.
full_name: Klingsieck, Katrin B.
id: '36716'
last_name: Klingsieck
citation:
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.'
apa: Bobe, J., & Klingsieck, K. B. (2023). Aufschieben, weil man sich schlecht
fühlt, oder sich schlecht fühlen, weil man aufschiebt? – Gruppenspezifische Unterschiede
im Verhalten und Erleben von Prokrastination. 19. Fachgruppentagung Pädagogische
Psychologie, Leipzig.
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} }'
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.
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.
mla: 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.'
conference:
location: Leipzig
name: 19. Fachgruppentagung Pädagogische Psychologie
date_created: 2023-11-09T12:08:33Z
date_updated: 2023-11-09T12:11:34Z
department:
- _id: '426'
language:
- iso: eng
status: public
title: Aufschieben, weil man sich schlecht fühlt, oder sich schlecht fühlen, weil
man aufschiebt? – Gruppenspezifische Unterschiede im Verhalten und Erleben von Prokrastination
type: conference_abstract
user_id: '81770'
year: '2023'
...
---
_id: '48731'
author:
- first_name: Julia
full_name: Bobe, Julia
id: '81770'
last_name: Bobe
- first_name: Katrin B.
full_name: Klingsieck, Katrin B.
id: '36716'
last_name: Klingsieck
citation:
ama: 'Bobe J, Klingsieck KB. Prokrastination und das schlechte Gewissen - Gruppenunterschiede
im Erleben und Auftreten von Prokrastination. In: ; 2023.'
apa: Bobe, J., & Klingsieck, K. B. (2023). Prokrastination und das schlechte
Gewissen - Gruppenunterschiede im Erleben und Auftreten von Prokrastination.
10. Jahrestagung der Gesellschaft für empirische Bildungsforschung (GEBF), Essen.
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} }'
chicago: Bobe, Julia, and Katrin B. Klingsieck. “Prokrastination Und Das Schlechte
Gewissen - Gruppenunterschiede Im Erleben Und Auftreten von Prokrastination.,”
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.
mla: Bobe, Julia, and Katrin B. Klingsieck. Prokrastination Und Das Schlechte
Gewissen - Gruppenunterschiede Im Erleben Und Auftreten von Prokrastination.
2023.
short: 'J. Bobe, K.B. Klingsieck, in: 2023.'
conference:
location: Essen
name: 10. Jahrestagung der Gesellschaft für empirische Bildungsforschung (GEBF)
date_created: 2023-11-09T12:11:21Z
date_updated: 2023-11-09T12:11:41Z
department:
- _id: '426'
language:
- iso: eng
status: public
title: Prokrastination und das schlechte Gewissen - Gruppenunterschiede im Erleben
und Auftreten von Prokrastination.
type: conference_abstract
user_id: '81770'
year: '2023'
...
---
_id: '53120'
author:
- first_name: Tamara
full_name: Schneider, Tamara
id: '91663'
last_name: Schneider
- first_name: Katrin B.
full_name: Klingsieck, Katrin B.
last_name: Klingsieck
citation:
ama: 'Schneider T, Klingsieck KB. “ProGRess” - Erste Evaluationsergebnisse eines
Anti-Prokrastinationstrainings auf Basis des Zürcher Ressourcen Modells (ZRM).
. In: ; 2023.'
apa: Schneider, T., & Klingsieck, K. B. (2023). “ProGRess” - Erste Evaluationsergebnisse
eines Anti-Prokrastinationstrainings auf Basis des Zürcher Ressourcen Modells
(ZRM). . 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} }'
chicago: Schneider, Tamara, and Katrin B. Klingsieck. “‘ProGRess’ - Erste Evaluationsergebnisse
eines Anti-Prokrastinationstrainings auf Basis des Zürcher Ressourcen Modells
(ZRM). ,” 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.
mla: 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.'
conference:
end_date: 2023-10-07
location: Jena
name: 42. Motivationspsychologisches Kolloquium (MPK)
start_date: 2023-10-05
date_created: 2024-04-02T09:14:15Z
date_updated: 2024-04-02T09:14:17Z
department:
- _id: '426'
language:
- iso: ger
status: public
title: '"ProGRess" - Erste Evaluationsergebnisse eines Anti-Prokrastinationstrainings
auf Basis des Zürcher Ressourcen Modells (ZRM). '
type: conference_abstract
user_id: '91663'
year: '2023'
...
---
_id: '53119'
author:
- first_name: Tamara
full_name: Schneider, Tamara
id: '91663'
last_name: Schneider
- first_name: Katrin B.
full_name: Klingsieck, Katrin B.
last_name: Klingsieck
citation:
ama: 'Schneider T, Klingsieck KB. “ProGRess” - Reduce procrastination to improve
students’ health - First analyses of an intervention study. . In: ; 2023.'
apa: Schneider, T., & Klingsieck, K. B. (2023). “ProGRess” - Reduce procrastination
to improve students’ health - First analyses of an intervention study. . 37.
European Health Psychology Society Conference, Bremen .
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} }'
chicago: Schneider, Tamara, and Katrin B. Klingsieck. “‘ProGRess’ - Reduce Procrastination
to Improve Students’ Health - First Analyses of an Intervention Study. ,” 2023.
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.
mla: Schneider, Tamara, and Katrin B. Klingsieck. “ProGRess” - Reduce Procrastination
to Improve Students’ Health - First Analyses of an Intervention Study. . 2023.
short: 'T. Schneider, K.B. Klingsieck, in: 2023.'
conference:
end_date: 2023-09-08
location: 'Bremen '
name: 37. European Health Psychology Society Conference
start_date: 2023-09-04
date_created: 2024-04-02T09:12:14Z
date_updated: 2024-04-02T09:14:20Z
department:
- _id: '426'
language:
- iso: eng
status: public
title: '"ProGRess" - Reduce procrastination to improve students'' health - First analyses
of an intervention study. '
type: conference_abstract
user_id: '91663'
year: '2023'
...
---
_id: '35420'
abstract:
- lang: eng
text: 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:
- first_name: Alexander
full_name: Rozental, Alexander
last_name: Rozental
- first_name: David
full_name: Forsström, David
last_name: Forsström
- first_name: Ayah
full_name: Hussoon, Ayah
last_name: Hussoon
- first_name: Katrin B.
full_name: Klingsieck, Katrin B.
id: '36716'
last_name: Klingsieck
citation:
ama: 'Rozental A, Forsström D, Hussoon A, Klingsieck KB. Procrastination Among University
Students: Differentiating Severe Cases in Need of Support From Less Severe Cases.
Frontiers in Psychology. 2022;13. doi:10.3389/fpsyg.2022.783570'
apa: 'Rozental, A., Forsström, D., Hussoon, A., & Klingsieck, K. B. (2022).
Procrastination Among University Students: Differentiating Severe Cases in Need
of Support From Less Severe Cases. Frontiers in Psychology, 13.
https://doi.org/10.3389/fpsyg.2022.783570'
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={10.3389/fpsyg.2022.783570},
journal={Frontiers in Psychology}, publisher={Frontiers Media SA}, author={Rozental,
Alexander and Forsström, David and Hussoon, Ayah and Klingsieck, Katrin B.}, year={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.” Frontiers in Psychology 13 (2022).
https://doi.org/10.3389/fpsyg.2022.783570.'
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,” Frontiers in Psychology, vol. 13, 2022, doi: 10.3389/fpsyg.2022.783570.'
mla: 'Rozental, Alexander, et al. “Procrastination Among University Students: Differentiating
Severe Cases in Need of Support From Less Severe Cases.” Frontiers in Psychology,
vol. 13, Frontiers Media SA, 2022, doi:10.3389/fpsyg.2022.783570.'
short: A. Rozental, D. Forsström, A. Hussoon, K.B. Klingsieck, Frontiers in Psychology
13 (2022).
date_created: 2023-01-08T16:16:58Z
date_updated: 2023-11-08T08:29:36Z
department:
- _id: '426'
doi: 10.3389/fpsyg.2022.783570
intvolume: ' 13'
keyword:
- General Psychology
language:
- iso: eng
publication: Frontiers in Psychology
publication_identifier:
issn:
- 1664-1078
publication_status: published
publisher: Frontiers Media SA
status: public
title: 'Procrastination Among University Students: Differentiating Severe Cases in
Need of Support From Less Severe Cases'
type: journal_article
user_id: '14931'
volume: 13
year: '2022'
...
---
_id: '35415'
abstract:
- lang: eng
text: ' 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. '
alternative_title:
- "Development and Validation of a Six-Item Scale Measuring Academic \t\t\t\t\tProcrastination"
author:
- first_name: Julia
full_name: Bobe, Julia
id: '81770'
last_name: Bobe
- first_name: Theresa
full_name: Schnettler, Theresa
last_name: Schnettler
- first_name: Anne
full_name: Scheunemann, Anne
last_name: Scheunemann
- first_name: Stefan
full_name: Fries, Stefan
last_name: Fries
- first_name: Lisa
full_name: Bäulke, Lisa
last_name: Bäulke
- first_name: Daniel O.
full_name: Thies, Daniel O.
last_name: Thies
- first_name: Markus
full_name: Dresel, Markus
last_name: Dresel
- first_name: Detlev
full_name: Leutner, Detlev
last_name: Leutner
- first_name: Joachim
full_name: Wirth, Joachim
last_name: Wirth
- first_name: Katrin B.
full_name: Klingsieck, Katrin B.
id: '36716'
last_name: Klingsieck
- first_name: Carola
full_name: Grunschel, Carola
last_name: Grunschel
citation:
ama: Bobe J, Schnettler T, Scheunemann A, et al. Delaying Academic Tasks and Feeling
Bad About It. European Journal of Psychological Assessment. Published online
2022. doi:10.1027/1015-5759/a000728
apa: Bobe, J., Schnettler, T., Scheunemann, A., Fries, S., Bäulke, L., Thies, D.
O., Dresel, M., Leutner, D., Wirth, J., Klingsieck, K. B., & Grunschel, C.
(2022). Delaying Academic Tasks and Feeling Bad About It. European Journal
of Psychological Assessment. https://doi.org/10.1027/1015-5759/a000728
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={10.1027/1015-5759/a000728},
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} }'
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.” European Journal of Psychological Assessment, 2022. https://doi.org/10.1027/1015-5759/a000728.
ieee: 'J. Bobe et al., “Delaying Academic Tasks and Feeling Bad About It,”
European Journal of Psychological Assessment, 2022, doi: 10.1027/1015-5759/a000728.'
mla: Bobe, Julia, et al. “Delaying Academic Tasks and Feeling Bad About It.” European
Journal of Psychological Assessment, Hogrefe Publishing Group, 2022, doi:10.1027/1015-5759/a000728.
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).
date_created: 2023-01-08T16:11:40Z
date_updated: 2023-11-08T08:29:16Z
department:
- _id: '426'
doi: 10.1027/1015-5759/a000728
keyword:
- Applied Psychology
language:
- iso: eng
publication: European Journal of Psychological Assessment
publication_identifier:
issn:
- 1015-5759
- 2151-2426
publication_status: published
publisher: Hogrefe Publishing Group
status: public
title: Delaying Academic Tasks and Feeling Bad About It
type: journal_article
user_id: '14931'
year: '2022'
...
---
_id: '35416'
abstract:
- lang: eng
text: 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.
alternative_title:
- Drei Maßnahmen im Vergleich
author:
- first_name: Lea
full_name: Grotegut, Lea
id: '34280'
last_name: Grotegut
- first_name: Katrin B.
full_name: Klingsieck, Katrin B.
id: '36716'
last_name: Klingsieck
citation:
ama: Grotegut L, Klingsieck KB. Wie können unterschiedliche Aspekte diagnostischer
Kompetenz gefördert werden? Zeitschrift für Pädagogische
Psychologie. Published online 2022. doi:10.1024/1010-0652/a000352
apa: Grotegut, L., & Klingsieck, K. B. (2022). Wie können unterschiedliche Aspekte
diagnostischer Kompetenz gefördert werden? Zeitschrift
für Pädagogische Psychologie. https://doi.org/10.1024/1010-0652/a000352
bibtex: '@article{Grotegut_Klingsieck_2022, title={Wie können unterschiedliche Aspekte
diagnostischer Kompetenz gefördert werden?}, DOI={10.1024/1010-0652/a000352},
journal={Zeitschrift für Pädagogische Psychologie}, publisher={Hogrefe Publishing
Group}, author={Grotegut, Lea and Klingsieck, Katrin B.}, year={2022} }'
chicago: Grotegut, Lea, and Katrin B. Klingsieck. “Wie können unterschiedliche Aspekte
diagnostischer Kompetenz gefördert werden?” Zeitschrift
für Pädagogische Psychologie, 2022. https://doi.org/10.1024/1010-0652/a000352.
ieee: 'L. Grotegut and K. B. Klingsieck, “Wie können unterschiedliche Aspekte diagnostischer
Kompetenz gefördert werden?,” Zeitschrift für Pädagogische
Psychologie, 2022, doi: 10.1024/1010-0652/a000352.'
mla: Grotegut, Lea, and Katrin B. Klingsieck. “Wie können unterschiedliche Aspekte
diagnostischer Kompetenz gefördert werden?” Zeitschrift
für Pädagogische Psychologie, Hogrefe Publishing Group, 2022, doi:10.1024/1010-0652/a000352.
short: L. Grotegut, K.B. Klingsieck, Zeitschrift für Pädagogische Psychologie (2022).
date_created: 2023-01-08T16:12:11Z
date_updated: 2023-11-08T08:31:03Z
department:
- _id: '426'
doi: 10.1024/1010-0652/a000352
keyword:
- Developmental and Educational Psychology
language:
- iso: ger
publication: Zeitschrift für Pädagogische Psychologie
publication_identifier:
issn:
- 1010-0652
- 1664-2910
publication_status: published
publisher: Hogrefe Publishing Group
status: public
title: Wie können unterschiedliche Aspekte diagnostischer Kompetenz gefördert
werden?
type: journal_article
user_id: '14931'
year: '2022'
...
---
_id: '35419'
abstract:
- lang: eng
text: 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:
- first_name: Markus
full_name: Koppenborg, Markus
last_name: Koppenborg
- first_name: Katrin B.
full_name: Klingsieck, Katrin B.
id: '36716'
last_name: Klingsieck
citation:
ama: 'Koppenborg M, Klingsieck KB. Social factors of procrastination: group work
can reduce procrastination among students. Social Psychology of Education.
2022;25(1):249-274. doi:10.1007/s11218-021-09682-3'
apa: 'Koppenborg, M., & Klingsieck, K. B. (2022). Social factors of procrastination:
group work can reduce procrastination among students. Social Psychology of
Education, 25(1), 249–274. https://doi.org/10.1007/s11218-021-09682-3'
bibtex: '@article{Koppenborg_Klingsieck_2022, title={Social factors of procrastination:
group work can reduce procrastination among students}, volume={25}, DOI={10.1007/s11218-021-09682-3},
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} }'
chicago: 'Koppenborg, Markus, and Katrin B. Klingsieck. “Social Factors of Procrastination:
Group Work Can Reduce Procrastination among Students.” Social Psychology of
Education 25, no. 1 (2022): 249–74. https://doi.org/10.1007/s11218-021-09682-3.'
ieee: 'M. Koppenborg and K. B. Klingsieck, “Social factors of procrastination: group
work can reduce procrastination among students,” Social Psychology of Education,
vol. 25, no. 1, pp. 249–274, 2022, doi: 10.1007/s11218-021-09682-3.'
mla: 'Koppenborg, Markus, and Katrin B. Klingsieck. “Social Factors of Procrastination:
Group Work Can Reduce Procrastination among Students.” Social Psychology of
Education, vol. 25, no. 1, Springer Science and Business Media LLC, 2022,
pp. 249–74, doi:10.1007/s11218-021-09682-3.'
short: M. Koppenborg, K.B. Klingsieck, Social Psychology of Education 25 (2022)
249–274.
date_created: 2023-01-08T16:15:11Z
date_updated: 2023-11-08T08:30:02Z
department:
- _id: '426'
doi: 10.1007/s11218-021-09682-3
intvolume: ' 25'
issue: '1'
keyword:
- Sociology and Political Science
- Developmental and Educational Psychology
- Social Psychology
language:
- iso: eng
page: 249-274
publication: Social Psychology of Education
publication_identifier:
issn:
- 1381-2890
- 1573-1928
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: 'Social factors of procrastination: group work can reduce procrastination among
students'
type: journal_article
user_id: '14931'
volume: 25
year: '2022'
...