---
res:
  bibo_abstract:
  - <jats:title>Abstract</jats:title><jats:p>Student 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 <jats:italic>N</jats:italic> = 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.</jats:p>@eng
  bibo_authorlist:
  - foaf_Person:
      foaf_givenName: Anne
      foaf_name: Scheunemann, Anne
      foaf_surname: Scheunemann
  - foaf_Person:
      foaf_givenName: Theresa
      foaf_name: Schnettler, Theresa
      foaf_surname: Schnettler
  - foaf_Person:
      foaf_givenName: Julia
      foaf_name: Bobe, Julia
      foaf_surname: Bobe
  - foaf_Person:
      foaf_givenName: Stefan
      foaf_name: Fries, Stefan
      foaf_surname: Fries
  - foaf_Person:
      foaf_givenName: Carola
      foaf_name: Grunschel, Carola
      foaf_surname: Grunschel
  bibo_doi: 10.1007/s10212-021-00571-z
  bibo_issue: '4'
  bibo_volume: 37
  dct_date: 2021^xs_gYear
  dct_isPartOf:
  - http://id.crossref.org/issn/0256-2928
  - http://id.crossref.org/issn/1878-5174
  dct_language: eng
  dct_publisher: Springer Science and Business Media LLC@
  dct_title: A longitudinal analysis of the reciprocal relationship between academic
    procrastination, study satisfaction, and dropout intentions in higher education@
...