[{"_id":"65265","user_id":"36716","department":[{"_id":"426"}],"article_number":"bjep.70069","language":[{"iso":"eng"}],"type":"journal_article","publication":"British Journal of Educational Psychology","abstract":[{"lang":"eng","text":"<jats:title>Abstract</jats:title>\r\n                  <jats:sec>\r\n                    <jats:title>Background</jats:title>\r\n                    <jats:p>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.</jats:p>\r\n                  </jats:sec>\r\n                  <jats:sec>\r\n                    <jats:title>Aims</jats:title>\r\n                    <jats:p>Based on these findings, we investigate whether conjunctive and additive group work may also help reduce procrastination as compared to individual work.</jats:p>\r\n                  </jats:sec>\r\n                  <jats:sec>\r\n                    <jats:title>Methods</jats:title>\r\n                    <jats:p>\r\n                      In a registered field experiment,\r\n                      <jats:italic>N</jats:italic>\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                    </jats:p>\r\n                  </jats:sec>\r\n                  <jats:sec>\r\n                    <jats:title>Results</jats:title>\r\n                    <jats:p>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.</jats:p>\r\n                  </jats:sec>\r\n                  <jats:sec>\r\n                    <jats:title>Conclusions</jats:title>\r\n                    <jats:p>The findings contribute to the idea that targeted changes in the learning environment, such as the implementation of group work, may help reduce procrastination.</jats:p>\r\n                  </jats:sec>"}],"status":"public","publisher":"Wiley","date_updated":"2026-03-31T18:57:37Z","author":[{"first_name":"Markus","last_name":"Koppenborg","full_name":"Koppenborg, Markus"},{"first_name":"Joachim","full_name":"Hüffmeier, Joachim","last_name":"Hüffmeier"},{"first_name":"Katrin B.","full_name":"Klingsieck, Katrin B.","id":"36716","last_name":"Klingsieck"}],"date_created":"2026-03-31T18:55:54Z","title":"Is procrastination among students lower in group work? Evidence from a registered field experiment","doi":"10.1111/bjep.70069","publication_status":"published","publication_identifier":{"issn":["0007-0998","2044-8279"]},"year":"2026","citation":{"bibtex":"@article{Koppenborg_Hüffmeier_Klingsieck_2026, title={Is procrastination among students lower in group work? Evidence from a registered field experiment}, DOI={<a href=\"https://doi.org/10.1111/bjep.70069\">10.1111/bjep.70069</a>}, number={bjep. 70069}, journal={British Journal of Educational Psychology}, publisher={Wiley}, author={Koppenborg, Markus and Hüffmeier, Joachim and Klingsieck, Katrin B.}, year={2026} }","short":"M. Koppenborg, J. Hüffmeier, K.B. Klingsieck, British Journal of Educational Psychology (2026).","mla":"Koppenborg, Markus, et al. “Is Procrastination among Students Lower in Group Work? Evidence from a Registered Field Experiment.” <i>British Journal of Educational Psychology</i>, bjep. 70069, Wiley, 2026, doi:<a href=\"https://doi.org/10.1111/bjep.70069\">10.1111/bjep.70069</a>.","apa":"Koppenborg, M., Hüffmeier, J., &#38; Klingsieck, K. B. (2026). Is procrastination among students lower in group work? Evidence from a registered field experiment. <i>British Journal of Educational Psychology</i>, Article bjep. 70069. <a href=\"https://doi.org/10.1111/bjep.70069\">https://doi.org/10.1111/bjep.70069</a>","chicago":"Koppenborg, Markus, Joachim Hüffmeier, and Katrin B. Klingsieck. “Is Procrastination among Students Lower in Group Work? Evidence from a Registered Field Experiment.” <i>British Journal of Educational Psychology</i>, 2026. <a href=\"https://doi.org/10.1111/bjep.70069\">https://doi.org/10.1111/bjep.70069</a>.","ieee":"M. Koppenborg, J. Hüffmeier, and K. B. Klingsieck, “Is procrastination among students lower in group work? Evidence from a registered field experiment,” <i>British Journal of Educational Psychology</i>, Art. no. bjep. 70069, 2026, doi: <a href=\"https://doi.org/10.1111/bjep.70069\">10.1111/bjep.70069</a>.","ama":"Koppenborg M, Hüffmeier J, Klingsieck KB. Is procrastination among students lower in group work? Evidence from a registered field experiment. <i>British Journal of Educational Psychology</i>. Published online 2026. doi:<a href=\"https://doi.org/10.1111/bjep.70069\">10.1111/bjep.70069</a>"}},{"_id":"56236","user_id":"99409","department":[{"_id":"913"}],"language":[{"iso":"eng"}],"type":"journal_article","publication":"British Journal of Educational Psychology","abstract":[{"text":"<jats:title>Abstract</jats:title><jats:sec><jats:title>Background</jats:title><jats:p>Real‐world problems are important in math instruction, but they do not necessarily trigger students' task motivation. Personalizing real‐world problems by (1) matching problems to students' shared living environment (context personalization) and (2) asking students to pose their own problems (active personalization) might be two interventions to increase students' task motivation.</jats:p></jats:sec><jats:sec><jats:title>Aim</jats:title><jats:p>In the current study, we investigated the effects of context personalization and active personalization on students' self‐efficacy expectations, intrinsic value, attainment value, utility value, and cost.</jats:p></jats:sec><jats:sec><jats:title>Sample</jats:title><jats:p>The participants were 28 fifth‐ and sixth‐grade students who voluntarily took part in a six‐month afterschool program in which they posed problems with the aim of creating a math walk in their hometown.</jats:p></jats:sec><jats:sec><jats:title>Method</jats:title><jats:p>Using a within‐subjects design, at the end of the afterschool program, the students rated their self‐efficacy expectations and task values for four self‐developed problems associated with their hometown, four peer‐developed problems associated with their hometown, and four instructor‐provided problems associated with unfamiliar locations.</jats:p></jats:sec><jats:sec><jats:title>Results</jats:title><jats:p>Students reported higher self‐efficacy expectations, intrinsic value, attainment value, and utility value for active‐personalized than non‐personalized problems. To a lesser extent, context personalization promoted intrinsic value and attainment value. No effect was found for cost.</jats:p></jats:sec><jats:sec><jats:title>Conclusions</jats:title><jats:p>Active personalization (i.e. asking students to pose their own real‐world problems) is suited to enhance students' task motivation, specifically their self‐efficacy expectations, intrinsic value, attainment value, and utility value. Context personalization still boosts students' intrinsic value and attainment value. Implementation in classroom instruction is discussed.</jats:p></jats:sec>","lang":"eng"}],"status":"public","publisher":"Wiley","date_updated":"2025-05-27T12:15:31Z","date_created":"2024-09-24T18:02:43Z","author":[{"first_name":"Johanna","id":"99409","full_name":"Schönherr, Johanna","last_name":"Schönherr"}],"volume":94,"title":"Personalizing real‐world problems: Posing own problems increases self‐efficacy expectations, intrinsic value, attainment value, and utility value","doi":"10.1111/bjep.12653","publication_status":"published","publication_identifier":{"issn":["0007-0998","2044-8279"]},"issue":"2","year":"2024","citation":{"ama":"Schönherr J. Personalizing real‐world problems: Posing own problems increases self‐efficacy expectations, intrinsic value, attainment value, and utility value. <i>British Journal of Educational Psychology</i>. 2024;94(2):407-424. doi:<a href=\"https://doi.org/10.1111/bjep.12653\">10.1111/bjep.12653</a>","apa":"Schönherr, J. (2024). Personalizing real‐world problems: Posing own problems increases self‐efficacy expectations, intrinsic value, attainment value, and utility value. <i>British Journal of Educational Psychology</i>, <i>94</i>(2), 407–424. <a href=\"https://doi.org/10.1111/bjep.12653\">https://doi.org/10.1111/bjep.12653</a>","mla":"Schönherr, Johanna. “Personalizing Real‐world Problems: Posing Own Problems Increases Self‐efficacy Expectations, Intrinsic Value, Attainment Value, and Utility Value.” <i>British Journal of Educational Psychology</i>, vol. 94, no. 2, Wiley, 2024, pp. 407–24, doi:<a href=\"https://doi.org/10.1111/bjep.12653\">10.1111/bjep.12653</a>.","short":"J. Schönherr, British Journal of Educational Psychology 94 (2024) 407–424.","bibtex":"@article{Schönherr_2024, title={Personalizing real‐world problems: Posing own problems increases self‐efficacy expectations, intrinsic value, attainment value, and utility value}, volume={94}, DOI={<a href=\"https://doi.org/10.1111/bjep.12653\">10.1111/bjep.12653</a>}, number={2}, journal={British Journal of Educational Psychology}, publisher={Wiley}, author={Schönherr, Johanna}, year={2024}, pages={407–424} }","chicago":"Schönherr, Johanna. “Personalizing Real‐world Problems: Posing Own Problems Increases Self‐efficacy Expectations, Intrinsic Value, Attainment Value, and Utility Value.” <i>British Journal of Educational Psychology</i> 94, no. 2 (2024): 407–24. <a href=\"https://doi.org/10.1111/bjep.12653\">https://doi.org/10.1111/bjep.12653</a>.","ieee":"J. Schönherr, “Personalizing real‐world problems: Posing own problems increases self‐efficacy expectations, intrinsic value, attainment value, and utility value,” <i>British Journal of Educational Psychology</i>, vol. 94, no. 2, pp. 407–424, 2024, doi: <a href=\"https://doi.org/10.1111/bjep.12653\">10.1111/bjep.12653</a>."},"page":"407-424","intvolume":"        94"}]