---
_id: '48732'
abstract:
- lang: eng
text: AbstractStudent 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 N = 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.
author:
- first_name: Anne
full_name: Scheunemann, Anne
last_name: Scheunemann
- first_name: Theresa
full_name: Schnettler, Theresa
last_name: Schnettler
- first_name: Julia
full_name: Bobe, Julia
last_name: Bobe
- first_name: Stefan
full_name: Fries, Stefan
last_name: Fries
- first_name: Carola
full_name: Grunschel, Carola
last_name: Grunschel
citation:
ama: Scheunemann A, Schnettler T, Bobe J, Fries S, Grunschel C. A longitudinal analysis
of the reciprocal relationship between academic procrastination, study satisfaction,
and dropout intentions in higher education. European Journal of Psychology
of Education. 2021;37(4):1141-1164. doi:10.1007/s10212-021-00571-z
apa: Scheunemann, A., Schnettler, T., Bobe, J., Fries, S., & Grunschel, C. (2021).
A longitudinal analysis of the reciprocal relationship between academic procrastination,
study satisfaction, and dropout intentions in higher education. European Journal
of Psychology of Education, 37(4), 1141–1164. https://doi.org/10.1007/s10212-021-00571-z
bibtex: '@article{Scheunemann_Schnettler_Bobe_Fries_Grunschel_2021, title={A longitudinal
analysis of the reciprocal relationship between academic procrastination, study
satisfaction, and dropout intentions in higher education}, volume={37}, DOI={10.1007/s10212-021-00571-z},
number={4}, journal={European Journal of Psychology of Education}, publisher={Springer
Science and Business Media LLC}, author={Scheunemann, Anne and Schnettler, Theresa
and Bobe, Julia and Fries, Stefan and Grunschel, Carola}, year={2021}, pages={1141–1164}
}'
chicago: 'Scheunemann, Anne, Theresa Schnettler, Julia Bobe, Stefan Fries, and Carola
Grunschel. “A Longitudinal Analysis of the Reciprocal Relationship between Academic
Procrastination, Study Satisfaction, and Dropout Intentions in Higher Education.”
European Journal of Psychology of Education 37, no. 4 (2021): 1141–64.
https://doi.org/10.1007/s10212-021-00571-z.'
ieee: 'A. Scheunemann, T. Schnettler, J. Bobe, S. Fries, and C. Grunschel, “A longitudinal
analysis of the reciprocal relationship between academic procrastination, study
satisfaction, and dropout intentions in higher education,” European Journal
of Psychology of Education, vol. 37, no. 4, pp. 1141–1164, 2021, doi: 10.1007/s10212-021-00571-z.'
mla: Scheunemann, Anne, et al. “A Longitudinal Analysis of the Reciprocal Relationship
between Academic Procrastination, Study Satisfaction, and Dropout Intentions in
Higher Education.” European Journal of Psychology of Education, vol. 37,
no. 4, Springer Science and Business Media LLC, 2021, pp. 1141–64, doi:10.1007/s10212-021-00571-z.
short: A. Scheunemann, T. Schnettler, J. Bobe, S. Fries, C. Grunschel, European
Journal of Psychology of Education 37 (2021) 1141–1164.
date_created: 2023-11-09T12:13:37Z
date_updated: 2023-11-09T12:14:21Z
doi: 10.1007/s10212-021-00571-z
intvolume: ' 37'
issue: '4'
keyword:
- Developmental and Educational Psychology
- Education
language:
- iso: eng
page: 1141-1164
publication: European Journal of Psychology of Education
publication_identifier:
issn:
- 0256-2928
- 1878-5174
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: A longitudinal analysis of the reciprocal relationship between academic procrastination,
study satisfaction, and dropout intentions in higher education
type: journal_article
user_id: '81770'
volume: 37
year: '2021'
...
---
_id: '37455'
abstract:
- lang: eng
text: AbstractSchool 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.
author:
- first_name: J. E.
full_name: Dockrell, J. E.
last_name: Dockrell
- first_name: T. C.
full_name: Papadopoulos, T. C.
last_name: Papadopoulos
- first_name: C. L.
full_name: Mifsud, C. L.
last_name: Mifsud
- first_name: L.
full_name: Bourke, L.
last_name: Bourke
- first_name: O.
full_name: Vilageliu, O.
last_name: Vilageliu
- first_name: E.
full_name: Bešić, E.
last_name: Bešić
- first_name: Susanne
full_name: Seifert, Susanne
id: '97270'
last_name: Seifert
- first_name: B.
full_name: Gasteiger-Klicpera, B.
last_name: Gasteiger-Klicpera
- first_name: A.
full_name: Ralli, A.
last_name: Ralli
- first_name: I.
full_name: Dimakos, I.
last_name: Dimakos
- first_name: S.
full_name: Karpava, S.
last_name: Karpava
- first_name: M.
full_name: Martins, M.
last_name: Martins
- first_name: O.
full_name: Sousa, O.
last_name: Sousa
- first_name: S.
full_name: Castro, S.
last_name: Castro
- first_name: H. B.
full_name: Søndergaard Knudsen, H. B.
last_name: Søndergaard Knudsen
- first_name: P.
full_name: Donau, P.
last_name: Donau
- first_name: B.
full_name: Haznedar, B.
last_name: Haznedar
- first_name: M.
full_name: Mikulajová, M.
last_name: Mikulajová
- first_name: N.
full_name: Gerdzhikova, N.
last_name: Gerdzhikova
citation:
ama: 'Dockrell JE, Papadopoulos TC, Mifsud CL, et al. Teaching and learning in a
multilingual Europe: findings from a cross-European study. European Journal
of Psychology of Education. 2021;37(2):293-320. doi:10.1007/s10212-020-00523-z'
apa: 'Dockrell, J. E., Papadopoulos, T. C., Mifsud, C. L., Bourke, L., Vilageliu,
O., Bešić, E., Seifert, S., Gasteiger-Klicpera, B., Ralli, A., Dimakos, I., Karpava,
S., Martins, M., Sousa, O., Castro, S., Søndergaard Knudsen, H. B., Donau, P.,
Haznedar, B., Mikulajová, M., & Gerdzhikova, N. (2021). Teaching and learning
in a multilingual Europe: findings from a cross-European study. European Journal
of Psychology of Education, 37(2), 293–320. https://doi.org/10.1007/s10212-020-00523-z'
bibtex: '@article{Dockrell_Papadopoulos_Mifsud_Bourke_Vilageliu_Bešić_Seifert_Gasteiger-Klicpera_Ralli_Dimakos_et
al._2021, title={Teaching and learning in a multilingual Europe: findings from
a cross-European study}, volume={37}, DOI={10.1007/s10212-020-00523-z},
number={2}, journal={European Journal of Psychology of Education}, publisher={Springer
Science and Business Media LLC}, 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 et al.},
year={2021}, pages={293–320} }'
chicago: 'Dockrell, J. E., T. C. Papadopoulos, C. L. Mifsud, L. Bourke, O. Vilageliu,
E. Bešić, Susanne Seifert, et al. “Teaching and Learning in a Multilingual Europe:
Findings from a Cross-European Study.” European Journal of Psychology of Education
37, no. 2 (2021): 293–320. https://doi.org/10.1007/s10212-020-00523-z.'
ieee: 'J. E. Dockrell et al., “Teaching and learning in a multilingual Europe:
findings from a cross-European study,” European Journal of Psychology of Education,
vol. 37, no. 2, pp. 293–320, 2021, doi: 10.1007/s10212-020-00523-z.'
mla: 'Dockrell, J. E., et al. “Teaching and Learning in a Multilingual Europe: Findings
from a Cross-European Study.” European Journal of Psychology of Education,
vol. 37, no. 2, Springer Science and Business Media LLC, 2021, pp. 293–320, doi:10.1007/s10212-020-00523-z.'
short: J.E. Dockrell, T.C. Papadopoulos, C.L. Mifsud, L. Bourke, O. Vilageliu, E.
Bešić, S. Seifert, B. Gasteiger-Klicpera, A. Ralli, I. Dimakos, S. Karpava, M.
Martins, O. Sousa, S. Castro, H.B. Søndergaard Knudsen, P. Donau, B. Haznedar,
M. Mikulajová, N. Gerdzhikova, European Journal of Psychology of Education 37
(2021) 293–320.
date_created: 2023-01-18T16:25:43Z
date_updated: 2023-01-18T16:48:47Z
department:
- _id: '645'
doi: 10.1007/s10212-020-00523-z
intvolume: ' 37'
issue: '2'
keyword:
- Developmental and Educational Psychology
- Education
language:
- iso: eng
page: 293-320
publication: European Journal of Psychology of Education
publication_identifier:
issn:
- 0256-2928
- 1878-5174
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: 'Teaching and learning in a multilingual Europe: findings from a cross-European
study'
type: journal_article
user_id: '97270'
volume: 37
year: '2021'
...
---
_id: '58746'
abstract:
- lang: eng
text: AbstractStudent 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 N = 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.
author:
- first_name: Anne
full_name: Scheunemann, Anne
last_name: Scheunemann
- first_name: Theresa
full_name: Schnettler, Theresa
last_name: Schnettler
- first_name: Julia
full_name: Bobe, Julia
last_name: Bobe
- first_name: Stefan
full_name: Fries, Stefan
last_name: Fries
- first_name: Carola
full_name: Grunschel, Carola
last_name: Grunschel
citation:
ama: Scheunemann A, Schnettler T, Bobe J, Fries S, Grunschel C. A longitudinal analysis
of the reciprocal relationship between academic procrastination, study satisfaction,
and dropout intentions in higher education. European Journal of Psychology
of Education. 2021;37(4):1141-1164. doi:10.1007/s10212-021-00571-z
apa: Scheunemann, A., Schnettler, T., Bobe, J., Fries, S., & Grunschel, C. (2021).
A longitudinal analysis of the reciprocal relationship between academic procrastination,
study satisfaction, and dropout intentions in higher education. European Journal
of Psychology of Education, 37(4), 1141–1164. https://doi.org/10.1007/s10212-021-00571-z
bibtex: '@article{Scheunemann_Schnettler_Bobe_Fries_Grunschel_2021, title={A longitudinal
analysis of the reciprocal relationship between academic procrastination, study
satisfaction, and dropout intentions in higher education}, volume={37}, DOI={10.1007/s10212-021-00571-z},
number={4}, journal={European Journal of Psychology of Education}, publisher={Springer
Science and Business Media LLC}, author={Scheunemann, Anne and Schnettler, Theresa
and Bobe, Julia and Fries, Stefan and Grunschel, Carola}, year={2021}, pages={1141–1164}
}'
chicago: 'Scheunemann, Anne, Theresa Schnettler, Julia Bobe, Stefan Fries, and Carola
Grunschel. “A Longitudinal Analysis of the Reciprocal Relationship between Academic
Procrastination, Study Satisfaction, and Dropout Intentions in Higher Education.”
European Journal of Psychology of Education 37, no. 4 (2021): 1141–64.
https://doi.org/10.1007/s10212-021-00571-z.'
ieee: 'A. Scheunemann, T. Schnettler, J. Bobe, S. Fries, and C. Grunschel, “A longitudinal
analysis of the reciprocal relationship between academic procrastination, study
satisfaction, and dropout intentions in higher education,” European Journal
of Psychology of Education, vol. 37, no. 4, pp. 1141–1164, 2021, doi: 10.1007/s10212-021-00571-z.'
mla: Scheunemann, Anne, et al. “A Longitudinal Analysis of the Reciprocal Relationship
between Academic Procrastination, Study Satisfaction, and Dropout Intentions in
Higher Education.” European Journal of Psychology of Education, vol. 37,
no. 4, Springer Science and Business Media LLC, 2021, pp. 1141–64, doi:10.1007/s10212-021-00571-z.
short: A. Scheunemann, T. Schnettler, J. Bobe, S. Fries, C. Grunschel, European
Journal of Psychology of Education 37 (2021) 1141–1164.
date_created: 2025-02-21T08:42:51Z
date_updated: 2025-11-04T07:54:31Z
doi: 10.1007/s10212-021-00571-z
intvolume: ' 37'
issue: '4'
language:
- iso: eng
page: 1141-1164
publication: European Journal of Psychology of Education
publication_identifier:
issn:
- 0256-2928
- 1878-5174
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: A longitudinal analysis of the reciprocal relationship between academic procrastination,
study satisfaction, and dropout intentions in higher education
type: journal_article
user_id: '81770'
volume: 37
year: '2021'
...
---
_id: '27815'
author:
- first_name: Kerstin
full_name: Drossel, Kerstin
id: '48921'
last_name: Drossel
- first_name: Birgit
full_name: Eickelmann, Birgit
id: '40387'
last_name: Eickelmann
- first_name: Stefanie
full_name: van Ophuysen, Stefanie
last_name: van Ophuysen
- first_name: Wilfried
full_name: Bos, Wilfried
last_name: Bos
citation:
ama: 'Drossel K, Eickelmann B, van Ophuysen S, Bos W. Why teachers cooperate: an
expectancy-value model of teacher cooperation. European Journal of Psychology
of Education. 2019;34(1):187-208. doi:10.1007/s10212-018-0368-y'
apa: 'Drossel, K., Eickelmann, B., van Ophuysen, S., & Bos, W. (2019). Why teachers
cooperate: an expectancy-value model of teacher cooperation. European Journal
of Psychology of Education, 34(1), 187–208. https://doi.org/10.1007/s10212-018-0368-y'
bibtex: '@article{Drossel_Eickelmann_van Ophuysen_Bos_2019, title={Why teachers
cooperate: an expectancy-value model of teacher cooperation}, volume={34}, DOI={10.1007/s10212-018-0368-y},
number={1}, journal={European Journal of Psychology of Education}, author={Drossel,
Kerstin and Eickelmann, Birgit and van Ophuysen, Stefanie and Bos, Wilfried},
year={2019}, pages={187–208} }'
chicago: 'Drossel, Kerstin, Birgit Eickelmann, Stefanie van Ophuysen, and Wilfried
Bos. “Why Teachers Cooperate: An Expectancy-Value Model of Teacher Cooperation.”
European Journal of Psychology of Education 34, no. 1 (2019): 187–208.
https://doi.org/10.1007/s10212-018-0368-y.'
ieee: 'K. Drossel, B. Eickelmann, S. van Ophuysen, and W. Bos, “Why teachers cooperate:
an expectancy-value model of teacher cooperation,” European Journal of Psychology
of Education, vol. 34, no. 1, pp. 187–208, 2019, doi: 10.1007/s10212-018-0368-y.'
mla: 'Drossel, Kerstin, et al. “Why Teachers Cooperate: An Expectancy-Value Model
of Teacher Cooperation.” European Journal of Psychology of Education, vol.
34, no. 1, 2019, pp. 187–208, doi:10.1007/s10212-018-0368-y.'
short: K. Drossel, B. Eickelmann, S. van Ophuysen, W. Bos, European Journal of Psychology
of Education 34 (2019) 187–208.
date_created: 2021-11-25T12:32:08Z
date_updated: 2024-03-04T23:27:44Z
department:
- _id: '462'
doi: 10.1007/s10212-018-0368-y
intvolume: ' 34'
issue: '1'
language:
- iso: eng
page: 187-208
publication: European Journal of Psychology of Education
publication_identifier:
issn:
- 0256-2928
- 1878-5174
publication_status: published
status: public
title: 'Why teachers cooperate: an expectancy-value model of teacher cooperation'
type: journal_article
user_id: '49063'
volume: 34
year: '2019'
...
---
_id: '59430'
article_type: original
author:
- first_name: Sven
full_name: Hilbert, Sven
last_name: Hilbert
- first_name: Georg
full_name: Bruckmaier, Georg
last_name: Bruckmaier
- first_name: Karin
full_name: Binder, Karin
id: '83381'
last_name: Binder
- first_name: Stefan
full_name: Krauss, Stefan
last_name: Krauss
- first_name: Markus
full_name: Bühner, Markus
last_name: Bühner
citation:
ama: Hilbert S, Bruckmaier G, Binder K, Krauss S, Bühner M. Prediction of elementary
mathematics grades by cognitive abilities. European Journal of Psychology of
Education. 2018;34(3):665-683. doi:10.1007/s10212-018-0394-9
apa: Hilbert, S., Bruckmaier, G., Binder, K., Krauss, S., & Bühner, M. (2018).
Prediction of elementary mathematics grades by cognitive abilities. European
Journal of Psychology of Education, 34(3), 665–683. https://doi.org/10.1007/s10212-018-0394-9
bibtex: '@article{Hilbert_Bruckmaier_Binder_Krauss_Bühner_2018, title={Prediction
of elementary mathematics grades by cognitive abilities}, volume={34}, DOI={10.1007/s10212-018-0394-9},
number={3}, journal={European Journal of Psychology of Education}, publisher={Springer
Science and Business Media LLC}, author={Hilbert, Sven and Bruckmaier, Georg and
Binder, Karin and Krauss, Stefan and Bühner, Markus}, year={2018}, pages={665–683}
}'
chicago: 'Hilbert, Sven, Georg Bruckmaier, Karin Binder, Stefan Krauss, and Markus
Bühner. “Prediction of Elementary Mathematics Grades by Cognitive Abilities.”
European Journal of Psychology of Education 34, no. 3 (2018): 665–83. https://doi.org/10.1007/s10212-018-0394-9.'
ieee: 'S. Hilbert, G. Bruckmaier, K. Binder, S. Krauss, and M. Bühner, “Prediction
of elementary mathematics grades by cognitive abilities,” European Journal
of Psychology of Education, vol. 34, no. 3, pp. 665–683, 2018, doi: 10.1007/s10212-018-0394-9.'
mla: Hilbert, Sven, et al. “Prediction of Elementary Mathematics Grades by Cognitive
Abilities.” European Journal of Psychology of Education, vol. 34, no. 3,
Springer Science and Business Media LLC, 2018, pp. 665–83, doi:10.1007/s10212-018-0394-9.
short: S. Hilbert, G. Bruckmaier, K. Binder, S. Krauss, M. Bühner, European Journal
of Psychology of Education 34 (2018) 665–683.
date_created: 2025-04-08T11:30:19Z
date_updated: 2025-05-17T18:38:46Z
ddc:
- '370'
doi: 10.1007/s10212-018-0394-9
file:
- access_level: closed
content_type: application/pdf
creator: binder
date_created: 2025-05-17T18:38:26Z
date_updated: 2025-05-17T18:38:26Z
file_id: '59934'
file_name: Hilbert Bruckmaier Binder Krauss Bühner 2018.pdf
file_size: 707288
relation: main_file
success: 1
file_date_updated: 2025-05-17T18:38:26Z
intvolume: ' 34'
issue: '3'
language:
- iso: eng
page: 665-683
publication: European Journal of Psychology of Education
publication_identifier:
issn:
- 0256-2928
- 1878-5174
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: Prediction of elementary mathematics grades by cognitive abilities
type: journal_article
user_id: '83381'
volume: 34
year: '2018'
...