---
_id: '65265'
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>"
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. <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>
  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>
  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} }'
  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>.'
  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>.
  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: '56236'
abstract:
- lang: eng
  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>
author:
- first_name: Johanna
  full_name: Schönherr, Johanna
  id: '99409'
  last_name: Schönherr
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>'
  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>.'
  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.
date_created: 2024-09-24T18:02:43Z
date_updated: 2025-05-27T12:15:31Z
department:
- _id: '913'
doi: 10.1111/bjep.12653
intvolume: '        94'
issue: '2'
language:
- iso: eng
page: 407-424
publication: British Journal of Educational Psychology
publication_identifier:
  issn:
  - 0007-0998
  - 2044-8279
publication_status: published
publisher: Wiley
status: public
title: 'Personalizing real‐world problems: Posing own problems increases self‐efficacy
  expectations, intrinsic value, attainment value, and utility value'
type: journal_article
user_id: '99409'
volume: 94
year: '2024'
...