@article{65265,
  abstract     = {{<jats:title>Abstract</jats:title>
                  <jats:sec>
                    <jats:title>Background</jats:title>
                    <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>
                  </jats:sec>
                  <jats:sec>
                    <jats:title>Aims</jats:title>
                    <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>
                  </jats:sec>
                  <jats:sec>
                    <jats:title>Methods</jats:title>
                    <jats:p>
                      In a registered field experiment,
                      <jats:italic>N</jats:italic>
                       = 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.
                    </jats:p>
                  </jats:sec>
                  <jats:sec>
                    <jats:title>Results</jats:title>
                    <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>
                  </jats:sec>
                  <jats:sec>
                    <jats:title>Conclusions</jats:title>
                    <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>
                  </jats:sec>}},
  author       = {{Koppenborg, Markus and Hüffmeier, Joachim and Klingsieck, Katrin B.}},
  issn         = {{0007-0998}},
  journal      = {{British Journal of Educational Psychology}},
  publisher    = {{Wiley}},
  title        = {{{Is procrastination among students lower in group work? Evidence from a registered field experiment}}},
  doi          = {{10.1111/bjep.70069}},
  year         = {{2026}},
}

@book{66757,
  abstract     = {{<jats:p>&lt;p&gt;                    &lt;strong&gt;Prokrastination verstehen, überwinden und nachhaltig verändern – mit dem ProGRess-Training&lt;/strong&gt;                    &lt;br/&gt;                    Das ProGRess-Training ist ein innovatives Selbstmanagementprogramm zur Förderung von Selbstaktivierung und Handlungsfähigkeit. Basierend auf dem Zürcher Ressourcen Modell (ZRM®) und aktuellen Befunden der Prokrastinationsforschung unterstützt das ressourcenaktivierende Training Teilnehmende dabei, ihr Verhalten zu reflektieren, individuelle Strategien zu entwickeln und diese wirksam in ihren Alltag zu integrieren. Die Teilnehmenden erarbeiten dabei einen persönlichen Anti-Prokrastination-Maßnahmen-Pool (APM), lernen motivationale und volitionale Strategien kennen und entwickeln eine neue, ressourcenorientierte Haltung.                    &lt;br/&gt;                    Das Herzstück des Buches bildet ein umfassendes Manual, das Trainer*innen alles an die Hand gibt, was sie für die Durchführung des ProGRess-Trainings benötigen: von der zweieinhalbtägigen Blockveranstaltung über die vierwöchige Selbstcoachingphase bis hin zur abschließenden Booster-                    &lt;br/&gt;                    Session. Für alle Bestandteile stehen ausführliche Anleitungen und ergänzende Materialien, einschließlich digitaler Ressourcen, zur Verfügung. Zudem bietet das Buch einen fundierten Einblick in die theoretischen Grundlagen und Ergebnisse der wissenschaftlichen Evaluation des Trainings.                    &lt;br/&gt;                    Ein praxisnaher Leitfaden für alle, die Menschen dabei unterstützen möchten, vom lästigen Aufschieben ins Tun zu kommen – nachhaltig, selbstbestimmt und gestärkt durch eigene Ressourcen.                &lt;/p&gt;                                &lt;p&gt;Das digitale Zusatzmaterial zu diesem Buch kann nach erfolgter Registrierung von der Hogrefe Website heruntergeladen werden.&lt;/p&gt;</jats:p>}},
  author       = {{Klingsieck, Katrin B. and Schneider, Tamara and Weber, Julia and Storch, Maja}},
  isbn         = {{9783456864631}},
  publisher    = {{Hogrefe AG}},
  title        = {{{Ressourcenstark Prokrastination reduzieren}}},
  doi          = {{10.1024/86463-000}},
  year         = {{2026}},
}

@inbook{66755,
  author       = {{Bobe, Julia and Klingsieck, Katrin B.}},
  booktitle    = {{Prokrastination: Erkennen, Verstehen, Reduzieren}},
  editor       = {{Klingsieck, Katrin B. and Koppenborg, Markus}},
  isbn         = {{9783662728994}},
  publisher    = {{Springer Berlin Heidelberg}},
  title        = {{{Nur mal angenommen, du könntest deine Prokrastination überwinden… Lösungsorientierte Beratung für prokrastinierende Studierende}}},
  doi          = {{10.1007/978-3-662-72900-7_11}},
  year         = {{2026}},
}

@inbook{66756,
  author       = {{Schneider, Tamara and Hartmann, Nina and Klingsieck, Katrin B.}},
  booktitle    = {{Prokrastination: Erkennen, Verstehen, Reduzieren}},
  editor       = {{Klingsieck, Katrin B.  and Koppenborg, Markus}},
  isbn         = {{9783662728994}},
  publisher    = {{Springer Berlin Heidelberg}},
  title        = {{{Das ProGRess-Training – Ein psychologisches Training zur Prävention und Reduktion von Prokrastination}}},
  doi          = {{10.1007/978-3-662-72900-7_13}},
  year         = {{2026}},
}

@inbook{66752,
  author       = {{Koppenborg, Markus and Klingsieck, Katrin B.}},
  booktitle    = {{Prokrastination: Erkennen, Verstehen, Reduzieren}},
  editor       = {{Klingsieck, Katrin B.  and Koppenborg, Markus}},
  isbn         = {{9783662728994}},
  publisher    = {{Springer Berlin Heidelberg}},
  title        = {{{Ein Blick in die Forschung: Persönlichkeit, Motivation und Kontextfaktoren}}},
  doi          = {{10.1007/978-3-662-72900-7_2}},
  year         = {{2026}},
}

@inbook{66750,
  author       = {{Klingsieck, Katrin B.}},
  booktitle    = {{Prokrastination: Erkennen, Verstehen, Reduzieren}},
  editor       = {{Klingsieck, Katrin B. and Koppenborg, Markus}},
  isbn         = {{9783662728994}},
  publisher    = {{Springer Berlin Heidelberg}},
  title        = {{{Prokrastination: Was ist es? Was ist es nicht? Wie macht man es sichtbar?}}},
  doi          = {{10.1007/978-3-662-72900-7_1}},
  year         = {{2026}},
}

@book{66749,
  editor       = {{Klingsieck, Katrin B. and Koppenborg, Markus}},
  isbn         = {{9783662728994}},
  publisher    = {{Springer Berlin Heidelberg}},
  title        = {{{Prokrastination: Erkennen, Verstehen, Reduzieren}}},
  doi          = {{10.1007/978-3-662-72900-7}},
  year         = {{2026}},
}

@inproceedings{62060,
  author       = {{Bobe, Julia and Decker, Claudia and Klingsieck, Katrin B.}},
  location     = {{Lübeck}},
  title        = {{{Gestärkt durchs Studium - Universitäre Unterstützungsangebote zum Stress- und Selbstmanagement}}},
  year         = {{2025}},
}

@article{59636,
  author       = {{Bohndick, Carla and Breetzke, Jonas and Klingsieck, Katrin B. and Buhl, Heike M.}},
  journal      = {{Social Psychology of Education}},
  title        = {{{Students’ personality impacts sense of belonging of students in different ways}}},
  doi          = {{10.1007/s11218-025-10058-0}},
  volume       = {{28}},
  year         = {{2025}},
}

@article{53603,
  abstract     = {{<jats:p> Zusammenfassung: Für die Evaluation und Qualitätsentwicklung von Studium und Lehre werden häufig quantitative Befragungen von Studenten eingesetzt. Jedoch ist häufig unklar, aus welcher Motivation Studenten an den Befragungen teilnehmen und inwieweit unterschiedliche motivationale Regulationsstile mit dem Antwortverhalten im Fragebogen zusammenhängen. Ausgehend von der Selbstbestimmungstheorie der Motivation nach Deci und Ryan stellt der Beitrag die Entwicklung der Skalen zur motivationalen Regulation bei Befragungen zur Evaluation (SMR-Eval) vor. Studie 1 zeigt die fünffaktorielle Struktur des Instruments. Studie 2 weist auf eine starke Messinvarianz bezüglich Geschlecht, Abschlussziel und Fakultät hin. Korrelationen mit Drittvariablen belegen die konvergente Validität der fünf Subskalen. In Studie 3 werden latente Profilanalysen über die fünf Regulationsstile berechnet. Die Ergebnisse zeigen vier Profile, welche sich inhaltlich plausibel im Antwortverhalten der Befragten unterscheiden und damit Hinweise auf die Kriteriumsvalidität der Skalen geben. Diskutiert werden theoretische und praktische Implikationen für Evaluationsvorhaben an Hochschulen sowie Übertragungsmöglichkeiten auf andere Evaluationsgegenstände. </jats:p>}},
  author       = {{Koppenborg, Markus and Klingsieck, Katrin B.}},
  issn         = {{1010-0652}},
  journal      = {{Zeitschrift für Pädagogische Psychologie}},
  keywords     = {{Developmental and Educational Psychology}},
  publisher    = {{Hogrefe Publishing Group}},
  title        = {{{„Wir wollen mitreden!“ – Entwicklung und Validierung von Skalen zur Erfassung motivationaler Regulation bei der Teilnahme an Befragungen zur Evaluation des Studiums (SMR-Eval)}}},
  doi          = {{10.1024/1010-0652/a000381}},
  year         = {{2024}},
}

@article{55577,
  abstract     = {{<jats:p> Abstract: Research differentiates between procrastination as a trait and as a state. While trait procrastination implies cross-temporal stability, state procrastination denotes an episode in which a particular task is procrastinated, therefore implying cross-temporal variability. However, it is unclear whether trait procrastination scales (i) capture temporal-variable variance components (i.e., state procrastination), and (ii) how trait and state are differentially related to other variables commonly associated with procrastination. Latent state-trait modeling was used to separate stable from temporal-variable variance components of a common trait procrastination measure and to relate both facets of procrastination to satisfaction with the studies as an example for related variables. Student participants ( N = 194) filled out the five-item short version of the General Procrastination Scale (GPS; Klein et al., 2019 ) three times with 12-month intervals between each measurement. Results confirm that GPS scores reflect stable components of procrastination to a larger extent than temporal-variable variance components. And they demonstrate that variable procrastination correlates more strongly with study satisfaction, as compared to stable procrastination. These results may inspire research to specify how far correlates of procrastination pertain to trait procrastination, state procrastination, or both. </jats:p>}},
  author       = {{Koppenborg, Markus and Ebert, Anna and Klingsieck, Katrin B.}},
  issn         = {{1015-5759}},
  journal      = {{European Journal of Psychological Assessment}},
  publisher    = {{Hogrefe Publishing Group}},
  title        = {{{Trait- and State-Aspects of Procrastination and Their Relation to Study Satisfaction}}},
  doi          = {{10.1027/1015-5759/a000853}},
  year         = {{2024}},
}

@article{55578,
  abstract     = {{<jats:p> Abstract: There is ample theoretical and empirical support for the idea that both conscious and unconscious volitional processes, predecisional and postdecisional aspects, and the aspect of having or not having self-access play a role in procrastination episodes. The unconscious volitional processes, predecisional aspects, and the aspect of self-access are yet rather under-researched. If they are considered, however, procrastination can be understood on an even deeper level and treated more sustainably. Moreover, considering these aspects opens up a humanistic perspective on procrastination episodes, thereby, putting procrastination and procrastination interventions in the bigger picture of self-actualization, self-alienation, and self-growth. </jats:p>}},
  author       = {{Klingsieck, Katrin B.}},
  issn         = {{1016-9040}},
  journal      = {{European Psychologist}},
  number       = {{2}},
  pages        = {{123--135}},
  publisher    = {{Hogrefe Publishing Group}},
  title        = {{{Procrastination – Having, or Not Having Self-Access, That Is the Question}}},
  doi          = {{10.1027/1016-9040/a000528}},
  volume       = {{29}},
  year         = {{2024}},
}

@inproceedings{56724,
  author       = {{Schneider, Tamara and Klingsieck, Katrin B.}},
  location     = {{München}},
  title        = {{{Evaluationsergebnisse einer Interventionsstudie zur Reduktion akademischer Prokrastination und Förderung studentischer Gesundheit}}},
  year         = {{2024}},
}

@inproceedings{56722,
  author       = {{Schneider, Tamara and Klingsieck, Katrin B.}},
  location     = {{Wien}},
  title        = {{{The ProGRess-Training – Reduce procrastination to improve students’ health. An Intervention study. }}},
  year         = {{2024}},
}

@article{58322,
  author       = {{Klingsieck, Katrin B. and Grunschel, Carola}},
  issn         = {{0049-8637}},
  journal      = {{Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie}},
  number       = {{4}},
  pages        = {{159--161}},
  publisher    = {{Hogrefe Publishing Group}},
  title        = {{{Procrastination of learners in school and at universities}}},
  doi          = {{10.1026/0049-8637/a000297}},
  volume       = {{56}},
  year         = {{2024}},
}

@article{57846,
  abstract     = {{<jats:p> Abstract: Teachers require various generic competencies that are not addressed explicitly in the teacher education program, such as learning strategies. Although universities offer student teachers extracurricular opportunities to develop these competencies, few students seize them. Our training program fosters students’ self-regulated competency development: Self-reflection as an important first step to self-regulated competency development is addressed through an online self-assessment tool providing individual feedback and suggestions for further development. Forming and implementing intentions to develop competencies is addressed by a workshop based on an evidence-based self-management training program and group coaching sessions to bridge potential intention–behavior gaps. After the training program, the experimental group ( n = 32) showed a more favorable development in self-reflection, procrastination, and participation in competency-enhancing offers than the control group ( n = 34). The results show that supporting students in their self-regulated competency development can be an important key in their professional development. </jats:p>}},
  author       = {{Kaemper, Mara and Buhl, Heike M. and Klingsieck, Katrin B.}},
  issn         = {{0049-8637}},
  journal      = {{Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie}},
  number       = {{4}},
  pages        = {{197--208}},
  publisher    = {{Hogrefe Publishing Group}},
  title        = {{{How to Improve Student Teachers’ Self-Regulated Competency Development}}},
  doi          = {{10.1026/0049-8637/a000301}},
  volume       = {{56}},
  year         = {{2024}},
}

@article{46933,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>Group 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 (<jats:italic>N</jats:italic> = 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.</jats:p>}},
  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{48087,
  abstract     = {{Die Förderung diagnostischer Kompetenz in der Lehrer*innenbildung birgt zwei Herausforderungen: Erstens bleibt in großen Lehrveranstaltungen wenig Raum für die notwendige Anwendung theoretischen Wissens, zweitens können Fehlentscheidungen in realen diagnostischen Situationen gravierende negative Folgen für Schüler*innen haben. Eine digitale Simulation kann beiden Herausforderungen begegnen. In diesem Beitrag wurde eine digitale, problemorientierte Simulation zur Förderung diagnostischer Kompetenz von Lehramtsstudierenden evaluiert und mit einer textbasierten, problemorientierten und einer lehrendenzentrierten Kontrollgruppe verglichen. Die Ergebnisse zeigen positive Effekte für die digitale Simulation hinsichtlich der selbstbestimmten Motivation, aber einen geringeren Wissenszuwachs im Vergleich zum lehrendenzentrierten Setting. Die Selbstwirksamkeit nahm in allen drei Gruppen zu. Eine digitale Simulation bietet in der untersuchten Form somit einen, wenn auch geringen, Mehrwert für die Lehrkräftebildung im Bereich der Kompetenzentwicklung.}},
  author       = {{Grotegut, Lea and Klingsieck, Katrin B.}},
  issn         = {{2367-3044}},
  journal      = {{ZeHf – Zeitschrift für empirische Hochschulforschung}},
  keywords     = {{General Earth and Planetary Sciences, General Engineering, General Environmental Science}},
  number       = {{1}},
  pages        = {{56--73}},
  publisher    = {{Verlag Barbara Budrich GmbH}},
  title        = {{{Kompetenzentwicklung in der Lehrkräftebildung: der Mehrwert einer digitalen Simulation}}},
  doi          = {{10.3224/zehf.v7i1.05}},
  volume       = {{7}},
  year         = {{2023}},
}

@inproceedings{48730,
  author       = {{Bobe, Julia and Klingsieck, Katrin B.}},
  location     = {{Leipzig}},
  title        = {{{Aufschieben, weil man sich schlecht fühlt, oder sich schlecht fühlen, weil man aufschiebt? – Gruppenspezifische Unterschiede im Verhalten und Erleben von Prokrastination}}},
  year         = {{2023}},
}

@inproceedings{48731,
  author       = {{Bobe, Julia and Klingsieck, Katrin B.}},
  location     = {{Essen}},
  title        = {{{Prokrastination und das schlechte Gewissen - Gruppenunterschiede im Erleben und Auftreten von Prokrastination.}}},
  year         = {{2023}},
}