@article{46933, abstract = {{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.}}, author = {{Koppenborg, Markus and Klingsieck, Katrin B. and Hüffmeier, Joachim}}, issn = {{1046-1310}}, journal = {{Current Psychology}}, keywords = {{General Psychology}}, publisher = {{Springer Science and Business Media LLC}}, title = {{{Conjunctive and additive group work reduce academic procrastination: insights from a vignette study}}}, doi = {{10.1007/s12144-023-04294-w}}, year = {{2023}}, } @article{48516, abstract = {{Recruitment contexts such as STEM professorships promote clearly defined selection criteria and objective assessment. We illuminate in these contexts, the subjective interpretation of seemingly objective criteria and gendered arguments in discussions of applicants. Additionally, we explore gender bias despite comparable applicant profiles investigating how specific success factors lead to selection recommendations for male and female applicants. Implementing a mixed methods approach, we aim to highlight the influence of heuristics, stereotyping, and signaling in applicant assessments. We interviewed 45 STEM professors. They answered qualitative open-ended interview questions, and evaluated hypothetical applicant profiles, qualitatively and quantitatively. The applicant profiles enabled a conjoint experiment with different applicant attributes varied across the profiles (i.e., publications, willingness to cooperate, network recommendation, and applicant gender), the interviewees indicating scores of selection recommendation while thinking aloud. Our findings reveal gendered arguments, i.e., questioning women potentially fueled by a perception of women’s exceptional status and perceived self-questioning of women. Furthermore, they point to gender-independent and gender-dependent success patterns, thereby to potential success factors particularly for female applicants. We contextualize and interpret our quantitative findings in light of professors’ qualitative statements.}}, author = {{Dutz, Regina and Hubner-Benz, Sylvia and Emmerling, Franziska and Peus, Claudia}}, issn = {{1664-1078}}, journal = {{Frontiers in Psychology}}, keywords = {{General Psychology}}, publisher = {{Frontiers Media SA}}, title = {{{Sure you are ready? Gendered arguments in recruitment for high-status positions in male-dominated fields}}}, doi = {{10.3389/fpsyg.2022.958647}}, volume = {{13}}, year = {{2023}}, } @article{49899, abstract = {{This research aimed to understand the role of after-school sports programs in social inclusion processes in culturally diverse contexts through a multicase study within two locations. The first location was in Spain where immigrant and Spanish students were enrolled, and the other was in Chile with Mapuche-Huilliche students, immigrant and Chilean students. The implemented programs at both sites were similar in their educational focus on socio-educational values, and teaching models (hybridization of teaching games for understanding and cooperative learning) that enhance social inclusion. Using individual and group interviews with teachers, sports coordinators, parents, and students, a qualitative approach was used to identify the factors that facilitate or hinder the social inclusion processes. In addition, the researchers used qualitative observations of the programs over six months using “notes logbook” to record their impressions during the observation process. Results indicated that the implemented sports programs successfully facilitated social inclusion processes, enabling the development of interpersonal skills and relationships between students from different cultural backgrounds. The previous training and experiences of teachers in culturally diverse contexts, and incorporation of traditional sporting games from all cultures, seems to be an important facilitator factor for the inclusion potential of the implemented programs.}}, author = {{Carter-Thuillier, Bastian and López-Pastor, Víctor and Gallardo-Fuentes, Francisco and Carter-Beltran, Juan and Fernández-Balboa, Juan-Miguel and Delgado-Floody, Pedro and Grimminger-Seidensticker, Elke and Sortwell, Andrew}}, issn = {{1664-1078}}, journal = {{Frontiers in Psychology}}, keywords = {{General Psychology}}, publisher = {{Frontiers Media SA}}, title = {{{After-school sports programmes and social inclusion processes in culturally diverse contexts: Results of an international multicase study}}}, doi = {{10.3389/fpsyg.2023.1122362}}, volume = {{14}}, year = {{2023}}, } @article{45857, abstract = {{The aim of the present study is to prove the construct validity of the German versions of the Feeling Scale (FS) and the Felt Arousal Scale (FAS) for a progressive muscle relaxation (PMR) exercise. A total of 228 sport science students conducted the PMR exercise for 45 min and completed the FS, the FAS, and the Self-Assessment Manikin (SAM) in a pre-test–post-test design. A significant decrease in arousal (t(227) = 8.296, p < 0.001) and a significant increase in pleasure (t(227) = 4.748, p < 0.001) were observed. For convergent validity, the correlations between the FS and the subscale SAM-P for the valence dimension (r = 0.67, p < 0.001) and between the FAS and the subscale SAM-A for the arousal dimension (r = 0.31, p < 0.001) were significant. For discriminant validity, the correlations between different constructs (FS and SAM-A, FAS and SAM-P) were not significant, whereas the discriminant analysis between the FS and the FAS revealed a negative significant correlation (r = −0.15, p < 0.001). Together, the pattern of results confirms the use of the German versions of the FS and the FAS to measure the affective response for a PMR exercise.}}, author = {{Thorenz, Kristin and Berwinkel, Andre and Weigelt, Matthias}}, issn = {{2076-328X}}, journal = {{Behavioral Sciences}}, keywords = {{Behavioral Neuroscience, General Psychology, Genetics, Development, Ecology, Evolution, Behavior and Systematics}}, number = {{7}}, publisher = {{MDPI AG}}, title = {{{A Validation Study for the German Versions of the Feeling Scale and the Felt Arousal Scale for a Progressive Muscle Relaxation Exercise}}}, doi = {{10.3390/bs13070523}}, volume = {{13}}, year = {{2023}}, } @article{33219, author = {{Gries, Thomas and Müller, Veronika and Jost, John T.}}, issn = {{1047-840X}}, journal = {{Psychological Inquiry}}, keywords = {{General Psychology}}, number = {{2}}, pages = {{65--83}}, publisher = {{Informa UK Limited}}, title = {{{The Market for Belief Systems: A Formal Model of Ideological Choice}}}, doi = {{10.1080/1047840x.2022.2065128}}, volume = {{33}}, year = {{2022}}, } @article{34461, abstract = {{Teaching is a highly demanding profession that requires handling multiple and potentially contradictory goals. Therefore, it is likely that teachers experience conflict between work-related goals on a daily basis. Intraindividual goal conflict may occur when individuals pursue multiple goals drawing on the same limited resources (resource-based goal conflict), or when two or more goals are incompatible in terms of goal attainment strategy or desired end states (inherent goal conflict). Because goal conflict is typically associated with negative effects such as attenuated motivation and wellbeing, teacher goal conflict may jeopardize teaching motivation. This cross-sectional study investigated the effects of in-service teachers’ (N = 302) goal conflicts on their autonomous (intrinsic and identified regulation) and controlled (introjected and extrinsic regulation) teaching motivation and tested the satisfaction of teachers’ basic need for autonomy, competence, and relatedness as mediators. In line with our hypotheses, results from structural equation modeling showed that frequently experiencing resource-based goal conflict leads to a lower satisfaction of the basic need for autonomy, which, however, was unrelated to teaching motivation. In contrast, frequently experiencing inherent goal conflict attenuates the satisfaction of the basic need for competence, which, in turn, positively predicted autonomous teaching motivation and negatively predicted extrinsic regulation. As expected, relatedness was not associated with the experience of goal conflict. The discussion focuses on differential effects of the two types of goal conflict on teaching motivation and on the relevance to expand research on teachers’ intraindividual goal conflicts.}}, author = {{Gorges, Julia and Neumann, Phillip and Störtländer, Jan Christoph}}, issn = {{1664-1078}}, journal = {{Frontiers in Psychology}}, keywords = {{General Psychology}}, publisher = {{Frontiers Media SA}}, title = {{{Teachers Between a Rock and a Hard Place: Goal Conflicts Affect Teaching Motivation Mediated by Basic Need Satisfaction}}}, doi = {{10.3389/fpsyg.2022.876521}}, volume = {{13}}, year = {{2022}}, } @article{35420, abstract = {{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 = {{Rozental, Alexander and Forsström, David and Hussoon, Ayah and Klingsieck, Katrin B.}}, issn = {{1664-1078}}, journal = {{Frontiers in Psychology}}, keywords = {{General Psychology}}, publisher = {{Frontiers Media SA}}, title = {{{Procrastination Among University Students: Differentiating Severe Cases in Need of Support From Less Severe Cases}}}, doi = {{10.3389/fpsyg.2022.783570}}, volume = {{13}}, year = {{2022}}, } @article{35754, author = {{Stutz, Bianca and Buyken, Anette and Schadow, A.M. and Jankovic, N. and Alexy, U. and Krueger, B.}}, issn = {{0195-6663}}, journal = {{Appetite}}, keywords = {{Nutrition and Dietetics, General Psychology}}, publisher = {{Elsevier BV}}, title = {{{Associations of chronotype and social jetlag with eating jetlag and their changes among German students during the first COVID-19 lockdown. The Chronotype and Nutrition study}}}, doi = {{10.1016/j.appet.2022.106333}}, volume = {{180}}, year = {{2022}}, } @article{39362, abstract = {{AbstractThis article presents an overview of characteristics of Citizen Social Science (CSS) in Germany. CSS is defined as scientific research in the humanities and social sciences, carried out in cooperation between professional and non-professional researchers. The study draws on an online survey and semi-structured interviews with project coordinators and co-researchers. It finds that participatory research activities in the humanities and social sciences are very diverse in their disciplinary traditions and organisational settings. Key features of CSS activities initiated inside as well as outside academic institutions are analysed to understand patterns of participation and cooperation. The results show that CSS activities are frequently realised in heterogeneous consortia of academic and non-academic partners. These consortia influence interactions between professional and non-professional researchers. To investigate these observations further, the article extends the analytical gaze from participation of individual volunteers to various forms of cooperation in consortia. This shift in attention brings to sight additional actors and activities that are usually not, or only marginally, considered in discussions about C(S)S. Staff of civil society organisations, municipalities, schools or cross-sectoral initiatives as well as university students are involved in making CSS work. In addition to research tasks, CSS rests on science communication, project management and intermediation activities. This extended perspective captures more diverse constellations of knowledge production in participatory research in the social sciences and humanities than the common focus on participation. In this way, the article aims to lay the groundwork for understanding the functioning of CSS beyond aspects described by the concept of invited and uninvited participation. It shows that CSS activities are not limited to capacitating lay people for participation in science. A more adequate description is that such projects are concerned with facilitating cooperation with co-researchers and other partners in consortia inside and outside of academia. On this basis, the article introduces the notion of cooperation capacity as a heuristic device to propose new prompts for research on CSS as well as for supporting CSS practice.}}, author = {{Göbel, Claudia and Mauermeister, Sylvi and Henke, Justus}}, issn = {{2662-9992}}, journal = {{Humanities and Social Sciences Communications}}, keywords = {{General Economics, Econometrics and Finance, General Psychology, General Social Sciences, General Arts and Humanities, General Business, Management and Accounting}}, number = {{1}}, publisher = {{Springer Science and Business Media LLC}}, title = {{{Citizen Social Science in Germany—cooperation beyond invited and uninvited participation}}}, doi = {{10.1057/s41599-022-01198-1}}, volume = {{9}}, year = {{2022}}, } @article{34481, abstract = {{Background: Differential learning (DL) is a motor learning method characterized by high amounts of variability during practice and is claimed to provide the learner with a higher learning rate than other methods. However, some controversy surrounds DL theory, and to date, no overview exists that compares the effects of DL to other motor learning methods.Objective: To evaluate the effectiveness of DL in comparison to other motor learning methods in the acquisition and retention phase.Design: Systematic review and exploratory meta-analysis.Methods: PubMed (MEDLINE), Web of Science, and Google Scholar were searched until February 3, 2020. To be included, (1) studies had to be experiments where the DL group was compared to a control group engaged in a different motor learning method (lack of practice was not eligible), (2) studies had to describe the effects on one or more measures of performance in a skill or movement task, and (3) the study report had to be published as a full paper in a journal or as a book chapter.Results: Twenty-seven studies encompassing 31 experiments were included. Overall heterogeneity for the acquisition phase (post-pre; I2 = 77%) as well as for the retention phase (retention-pre; I2 = 79%) was large, and risk of bias was high. The meta-analysis showed an overall small effect size of 0.26 [0.10, 0.42] in the acquisition phase for participants in the DL group compared to other motor learning methods. In the retention phase, an overall medium effect size of 0.61 [0.30, 0.91] was observed for participants in the DL group compared to other motor learning methods.Discussion/Conclusion: Given the large amount of heterogeneity, limited number of studies, low sample sizes, low statistical power, possible publication bias, and high risk of bias in general, inferences about the effectiveness of DL would be premature. Even though DL shows potential to result in greater average improvements between pre- and post/retention test compared to non-variability-based motor learning methods, more high-quality research is needed before issuing such a statement. For robust comparisons on the relative effectiveness of DL to different variability-based motor learning methods, scarce and inconclusive evidence was found.}}, author = {{Tassignon, Bruno and Verschueren, Jo and Baeyens, Jean-Pierre and Benjaminse, Anne and Gokeler, Alli and Serrien, Ben and Clijsen, Ron}}, issn = {{1664-1078}}, journal = {{Frontiers in Psychology}}, keywords = {{General Psychology}}, publisher = {{Frontiers Media SA}}, title = {{{An Exploratory Meta-Analytic Review on the Empirical Evidence of Differential Learning as an Enhanced Motor Learning Method}}}, doi = {{10.3389/fpsyg.2021.533033}}, volume = {{12}}, year = {{2021}}, } @article{45140, abstract = {{Background: Differential learning (DL) is a motor learning method characterized by high amounts of variability during practice and is claimed to provide the learner with a higher learning rate than other methods. However, some controversy surrounds DL theory, and to date, no overview exists that compares the effects of DL to other motor learning methods.Objective: To evaluate the effectiveness of DL in comparison to other motor learning methods in the acquisition and retention phase.Design: Systematic review and exploratory meta-analysis.Methods: PubMed (MEDLINE), Web of Science, and Google Scholar were searched until February 3, 2020. To be included, (1) studies had to be experiments where the DL group was compared to a control group engaged in a different motor learning method (lack of practice was not eligible), (2) studies had to describe the effects on one or more measures of performance in a skill or movement task, and (3) the study report had to be published as a full paper in a journal or as a book chapter.Results: Twenty-seven studies encompassing 31 experiments were included. Overall heterogeneity for the acquisition phase (post-pre; I2 = 77%) as well as for the retention phase (retention-pre; I2 = 79%) was large, and risk of bias was high. The meta-analysis showed an overall small effect size of 0.26 [0.10, 0.42] in the acquisition phase for participants in the DL group compared to other motor learning methods. In the retention phase, an overall medium effect size of 0.61 [0.30, 0.91] was observed for participants in the DL group compared to other motor learning methods.Discussion/Conclusion: Given the large amount of heterogeneity, limited number of studies, low sample sizes, low statistical power, possible publication bias, and high risk of bias in general, inferences about the effectiveness of DL would be premature. Even though DL shows potential to result in greater average improvements between pre- and post/retention test compared to non-variability-based motor learning methods, more high-quality research is needed before issuing such a statement. For robust comparisons on the relative effectiveness of DL to different variability-based motor learning methods, scarce and inconclusive evidence was found.}}, author = {{Tassignon, Bruno and Verschueren, Jo and Baeyens, Jean-Pierre and Benjaminse, Anne and Gokeler, Alli and Serrien, Ben and Clijsen, Ron}}, issn = {{1664-1078}}, journal = {{Frontiers in Psychology}}, keywords = {{General Psychology}}, publisher = {{Frontiers Media SA}}, title = {{{An Exploratory Meta-Analytic Review on the Empirical Evidence of Differential Learning as an Enhanced Motor Learning Method}}}, doi = {{10.3389/fpsyg.2021.533033}}, volume = {{12}}, year = {{2021}}, } @article{37786, abstract = {{ Abstract. In several kinds of sports, deceptive actions are used to hinder the anticipation performance of an opponent. During a head fake in basketball, a player turns the head to one side but passes the ball to the other side. A pass with a head fake generates a head-fake effect in the observer, which is characterized by slower and more error-prone responses to the pass direction as compared to passes without a head fake. Whereas the head-fake effect has been replicated several times, the question of its origin with dynamic stimuli has not been answered yet. The present study includes four experiments, which are conducted to examine the perceptual-cognitive mechanism underlying the effect by using the model of dimensional overlap ( Kornblum et al., 1990 ) and the additive factors logic ( Sternberg, 1969 ). Results point to multiple processes contributing to the head-fake effect for dynamic stimuli, which operate not only at a perceptual level but also at a level of response selection. }}, author = {{Polzien, Andrea and Güldenpenning, Iris and Weigelt, Matthias}}, issn = {{1618-3169}}, journal = {{Experimental Psychology}}, keywords = {{General Psychology, Arts and Humanities (miscellaneous), Experimental and Cognitive Psychology, General Medicine}}, number = {{6}}, pages = {{349--363}}, publisher = {{Hogrefe Publishing Group}}, title = {{{Examining the Perceptual-Cognitive Mechanism of Deceptive Actions in Sports}}}, doi = {{10.1027/1618-3169/a000503}}, volume = {{67}}, year = {{2021}}, } @article{49270, abstract = {{Several methods are available to answer questions regarding similarity and accuracy, each of which has specific properties and limitations. This study focuses on the Latent Congruence Model (LCM; Cheung, 2009), because of its capacity to deal with cross-informant measurement invariance issues. Until now, no cross-national applications of LCM are present in the literature, perhaps because of the difficulty to deal with both cross-national and cross-informant measurement issues implied by those models. This study presents a step-by-step procedure to apply LCM to dyadic cross-national research designs controlling for both cross-national and cross-informant measurement invariance. An illustrative example on parent–child support exchanges in Italy and Germany is provided. Findings help to show the different possible scenarios of partial invariance, and a discussion related to how to deal with those scenarios is provided. Future perspectives in the study of parent–child similarity and accuracy in cross-national research will be discussed.}}, author = {{Tagliabue, Semira and Zambelli, Michela and Sorgente, Angela and Sommer, Sabrina and Hoellger, Christian and Buhl, Heike M. and Lanz, Margherita}}, issn = {{1664-1078}}, journal = {{Frontiers in Psychology}}, keywords = {{General Psychology}}, publisher = {{Frontiers Media SA}}, title = {{{Latent Congruence Model to Investigate Similarity and Accuracy in Family Members' Perception: The Challenge of Cross-National and Cross-Informant Measurement (Non)Invariance}}}, doi = {{10.3389/fpsyg.2021.672383}}, volume = {{12}}, year = {{2021}}, } @article{48523, author = {{Gales, Alina and Hubner-Benz, Sylvia}}, issn = {{1664-1078}}, journal = {{Frontiers in Psychology}}, keywords = {{General Psychology}}, publisher = {{Frontiers Media SA}}, title = {{{Perceptions of the Self Versus One’s Own Social Group: (Mis)conceptions of Older Women’s Interest in and Competence With Technology}}}, doi = {{10.3389/fpsyg.2020.00848}}, volume = {{11}}, year = {{2020}}, } @article{35709, author = {{Kempen, Leander and Biehler, Rolf}}, issn = {{1664-1078}}, journal = {{Frontiers in Psychology}}, keywords = {{General Psychology}}, pages = {{1180}}, publisher = {{Frontiers Media SA}}, title = {{{Using Figurate Numbers in Elementary Number Theory – Discussing a ‘Useful’ Heuristic From the Perspectives of Semiotics and Cognitive Psychology}}}, doi = {{10.3389/fpsyg.2020.01180}}, volume = {{11}}, year = {{2020}}, } @article{32546, abstract = {{This longitudinal study addresses the role of support given by parents and peers during the transition from university to work life. A sample of 64 German university students in their last year at the university completed scales from the Network of Relationships Inventory regarding general support, namely, instrumental aid and intimacy with mothers, fathers, romantic partners, and friends. Four years later, they assessed domain-specific support when looking for work, namely, joint exploration and instrumental support. Participants perceived receiving both types of support from all significant others. However, joint exploration was more important than instrumental support. They felt especially supported by romantic partners. Women received more support than did men. Both types of domain-specific support were explained by general modes of support assessed 4 years earlier. Whether parents, friends, and partners were perceived as helpful during the transition was explained mainly by joint exploration. Again, support from a partner was seen as especially helpful in contrast to help from parents and friends. The special significance of joint exploration underlines the benefit of counseling at the transition from university to work life.}}, author = {{Buhl, Heike M. and Noack, Peter and Kracke, Baerbel}}, issn = {{0894-8453}}, journal = {{Journal of Career Development}}, keywords = {{Organizational Behavior and Human Resource Management, General Psychology, Applied Psychology, Education}}, number = {{6}}, pages = {{523--535}}, publisher = {{SAGE Publications}}, title = {{{The Role of Parents and Peers in the Transition From University to Work Life}}}, doi = {{10.1177/0894845317720728}}, volume = {{45}}, year = {{2017}}, } @article{46938, abstract = {{ Procrastination is a well-known phenomenon that often entails negative outcomes with regard to performance and subjective well-being. In an attempt to understand the (alarming) character of procrastination, a large body of research on the causes, correlates, and consequences of procrastination has been accumulating over the last 40 years. The aim of this paper is to provide a systematic characterization of the trends in procrastination research and to suggest future directions for research and practice. The systematic characterization comprises a comparison of procrastination to functional forms of delay (referred to as strategic delay) and a presentation of the theoretical approaches to explaining procrastination. The future directions suggested pertain to the development of a differentiated understanding of procrastination and of integral interventions. }}, author = {{Klingsieck, Katrin B.}}, issn = {{1016-9040}}, journal = {{European Psychologist}}, keywords = {{General Psychology, Arts and Humanities (miscellaneous)}}, number = {{1}}, pages = {{24--34}}, publisher = {{Hogrefe Publishing Group}}, title = {{{Procrastination: When Good Things Don’t Come to Those Who Wait}}}, doi = {{10.1027/1016-9040/a000138}}, volume = {{18}}, year = {{2013}}, } @article{46939, author = {{Klingsieck, Katrin B.}}, issn = {{1046-1310}}, journal = {{Current Psychology}}, keywords = {{General Psychology}}, number = {{2}}, pages = {{175--185}}, publisher = {{Springer Science and Business Media LLC}}, title = {{{Procrastination in Different Life-Domains: Is Procrastination Domain Specific?}}}, doi = {{10.1007/s12144-013-9171-8}}, volume = {{32}}, year = {{2013}}, }