@article{48732,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>Student dropout is a multi-causal process. Different theoretical models on student dropout consider dysfunctional study behavior (e.g., academic procrastination) and low study satisfaction as possible determinants of students’ dropout intentions during their university studies. However, these models neglect contemporary conceptualizations that assume reverse relationships between dropout intentions and other determinants of the dropout process. Until now, empirical evidence on these assumptions is scant. The present three-wave longitudinal study explored the reciprocal relationships between academic procrastination, study satisfaction, and dropout intentions over one semester. To this end, we used data of <jats:italic>N</jats:italic> = 326 undergraduate students enrolled in mathematics and law. Our latent cross-lagged panel model replicated existing empirical cross-sectional findings between the variables (i.e., academic procrastination, study satisfaction, and dropout intentions). Regarding the longitudinal relations, as expected, the cross-lagged effects showed that higher dropout intentions significantly related to subsequent higher academic procrastination and lower study satisfaction. Unexpectedly, academic procrastination did not significantly relate to subsequent dropout intentions. Additionally, higher study satisfaction significantly associated with subsequent higher dropout intentions—possibly due to unfulfilled expectations. Further, higher study satisfaction significantly related to subsequent higher procrastination—possibly due to more confidence among satisfied students. Our results broaden the view on dropout intentions as part of the dynamic interplay of student dropout determinants and the need to refine dropout models’ assumptions accordingly. Practically, realistic expectations seem important to reduce dropout intentions. Further, student counselors should have a closer look at the reasons for academic procrastination to develop individual solutions for this dysfunctional behavior.</jats:p>}},
  author       = {{Scheunemann, Anne and Schnettler, Theresa and Bobe, Julia and Fries, Stefan and Grunschel, Carola}},
  issn         = {{0256-2928}},
  journal      = {{European Journal of Psychology of Education}},
  keywords     = {{Developmental and Educational Psychology, Education}},
  number       = {{4}},
  pages        = {{1141--1164}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{A longitudinal analysis of the reciprocal relationship between academic procrastination, study satisfaction, and dropout intentions in higher education}}},
  doi          = {{10.1007/s10212-021-00571-z}},
  volume       = {{37}},
  year         = {{2021}},
}

@article{37455,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>School classrooms within the EU are multilingual learning environments. The diversity of pupils in classrooms raises significant challenges for teachers, but to date, there are no data from large-scale surveys that compare views within and across European countries. A bespoke questionnaire was designed to examine views of current classroom learning environments with respect to the multilingualism. The questionnaire was piloted and subsequently completed by 2792 teachers across different European countries. Eleven countries provided sufficient data for analyses. Results from structural equation modelling showed that teachers’ attitudes could be reliably measured across Europe with the use of carefully devised questionnaire, whose loading and factor structure remained invariant across countries. Teachers’ views about multilingualism were most challenged by the numbers of children in their classes, not the percentage of multilingual pupils in the class. Countries differed in how they perceived multilingualism, with their differences leading to distinctive country clusters. Gender and education level (elementary vs. secondary) differences were also observed irrespective of country. These findings enhance our understanding of the role that the characteristics of teachers and their classrooms play in a multilingual setting across diverse European settings. The practical relevance of the results and new opportunities for teacher training are discussed.</jats:p>}},
  author       = {{Dockrell, J. E. and Papadopoulos, T. C. and Mifsud, C. L. and Bourke, L. and Vilageliu, O. and Bešić, E. and Seifert, Susanne and Gasteiger-Klicpera, B. and Ralli, A. and Dimakos, I. and Karpava, S. and Martins, M. and Sousa, O. and Castro, S. and Søndergaard Knudsen, H. B. and Donau, P. and Haznedar, B. and Mikulajová, M. and Gerdzhikova, N.}},
  issn         = {{0256-2928}},
  journal      = {{European Journal of Psychology of Education}},
  keywords     = {{Developmental and Educational Psychology, Education}},
  number       = {{2}},
  pages        = {{293--320}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Teaching and learning in a multilingual Europe: findings from a cross-European study}}},
  doi          = {{10.1007/s10212-020-00523-z}},
  volume       = {{37}},
  year         = {{2021}},
}

@article{58746,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>Student dropout is a multi-causal process. Different theoretical models on student dropout consider dysfunctional study behavior (e.g., academic procrastination) and low study satisfaction as possible determinants of students’ dropout intentions during their university studies. However, these models neglect contemporary conceptualizations that assume reverse relationships between dropout intentions and other determinants of the dropout process. Until now, empirical evidence on these assumptions is scant. The present three-wave longitudinal study explored the reciprocal relationships between academic procrastination, study satisfaction, and dropout intentions over one semester. To this end, we used data of <jats:italic>N</jats:italic> = 326 undergraduate students enrolled in mathematics and law. Our latent cross-lagged panel model replicated existing empirical cross-sectional findings between the variables (i.e., academic procrastination, study satisfaction, and dropout intentions). Regarding the longitudinal relations, as expected, the cross-lagged effects showed that higher dropout intentions significantly related to subsequent higher academic procrastination and lower study satisfaction. Unexpectedly, academic procrastination did not significantly relate to subsequent dropout intentions. Additionally, higher study satisfaction significantly associated with subsequent higher dropout intentions—possibly due to unfulfilled expectations. Further, higher study satisfaction significantly related to subsequent higher procrastination—possibly due to more confidence among satisfied students. Our results broaden the view on dropout intentions as part of the dynamic interplay of student dropout determinants and the need to refine dropout models’ assumptions accordingly. Practically, realistic expectations seem important to reduce dropout intentions. Further, student counselors should have a closer look at the reasons for academic procrastination to develop individual solutions for this dysfunctional behavior.</jats:p>}},
  author       = {{Scheunemann, Anne and Schnettler, Theresa and Bobe, Julia and Fries, Stefan and Grunschel, Carola}},
  issn         = {{0256-2928}},
  journal      = {{European Journal of Psychology of Education}},
  number       = {{4}},
  pages        = {{1141--1164}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{A longitudinal analysis of the reciprocal relationship between academic procrastination, study satisfaction, and dropout intentions in higher education}}},
  doi          = {{10.1007/s10212-021-00571-z}},
  volume       = {{37}},
  year         = {{2021}},
}

@article{27815,
  author       = {{Drossel, Kerstin and Eickelmann, Birgit and van Ophuysen, Stefanie and Bos, Wilfried}},
  issn         = {{0256-2928}},
  journal      = {{European Journal of Psychology of Education}},
  number       = {{1}},
  pages        = {{187--208}},
  title        = {{{Why teachers cooperate: an expectancy-value model of teacher cooperation}}},
  doi          = {{10.1007/s10212-018-0368-y}},
  volume       = {{34}},
  year         = {{2019}},
}

@article{59430,
  author       = {{Hilbert, Sven and Bruckmaier, Georg and Binder, Karin and Krauss, Stefan and Bühner, Markus}},
  issn         = {{0256-2928}},
  journal      = {{European Journal of Psychology of Education}},
  number       = {{3}},
  pages        = {{665--683}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Prediction of elementary mathematics grades by cognitive abilities}}},
  doi          = {{10.1007/s10212-018-0394-9}},
  volume       = {{34}},
  year         = {{2018}},
}