---
_id: '58746'
abstract:
- lang: eng
  text: <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>
author:
- first_name: Anne
  full_name: Scheunemann, Anne
  last_name: Scheunemann
- first_name: Theresa
  full_name: Schnettler, Theresa
  last_name: Schnettler
- first_name: Julia
  full_name: Bobe, Julia
  last_name: Bobe
- first_name: Stefan
  full_name: Fries, Stefan
  last_name: Fries
- first_name: Carola
  full_name: Grunschel, Carola
  last_name: Grunschel
citation:
  ama: Scheunemann A, Schnettler T, Bobe J, Fries S, Grunschel C. A longitudinal analysis
    of the reciprocal relationship between academic procrastination, study satisfaction,
    and dropout intentions in higher education. <i>European Journal of Psychology
    of Education</i>. 2021;37(4):1141-1164. doi:<a href="https://doi.org/10.1007/s10212-021-00571-z">10.1007/s10212-021-00571-z</a>
  apa: Scheunemann, A., Schnettler, T., Bobe, J., Fries, S., &#38; Grunschel, C. (2021).
    A longitudinal analysis of the reciprocal relationship between academic procrastination,
    study satisfaction, and dropout intentions in higher education. <i>European Journal
    of Psychology of Education</i>, <i>37</i>(4), 1141–1164. <a href="https://doi.org/10.1007/s10212-021-00571-z">https://doi.org/10.1007/s10212-021-00571-z</a>
  bibtex: '@article{Scheunemann_Schnettler_Bobe_Fries_Grunschel_2021, title={A longitudinal
    analysis of the reciprocal relationship between academic procrastination, study
    satisfaction, and dropout intentions in higher education}, volume={37}, DOI={<a
    href="https://doi.org/10.1007/s10212-021-00571-z">10.1007/s10212-021-00571-z</a>},
    number={4}, journal={European Journal of Psychology of Education}, publisher={Springer
    Science and Business Media LLC}, author={Scheunemann, Anne and Schnettler, Theresa
    and Bobe, Julia and Fries, Stefan and Grunschel, Carola}, year={2021}, pages={1141–1164}
    }'
  chicago: 'Scheunemann, Anne, Theresa Schnettler, Julia Bobe, Stefan Fries, and Carola
    Grunschel. “A Longitudinal Analysis of the Reciprocal Relationship between Academic
    Procrastination, Study Satisfaction, and Dropout Intentions in Higher Education.”
    <i>European Journal of Psychology of Education</i> 37, no. 4 (2021): 1141–64.
    <a href="https://doi.org/10.1007/s10212-021-00571-z">https://doi.org/10.1007/s10212-021-00571-z</a>.'
  ieee: 'A. Scheunemann, T. Schnettler, J. Bobe, S. Fries, and C. Grunschel, “A longitudinal
    analysis of the reciprocal relationship between academic procrastination, study
    satisfaction, and dropout intentions in higher education,” <i>European Journal
    of Psychology of Education</i>, vol. 37, no. 4, pp. 1141–1164, 2021, doi: <a href="https://doi.org/10.1007/s10212-021-00571-z">10.1007/s10212-021-00571-z</a>.'
  mla: Scheunemann, Anne, et al. “A Longitudinal Analysis of the Reciprocal Relationship
    between Academic Procrastination, Study Satisfaction, and Dropout Intentions in
    Higher Education.” <i>European Journal of Psychology of Education</i>, vol. 37,
    no. 4, Springer Science and Business Media LLC, 2021, pp. 1141–64, doi:<a href="https://doi.org/10.1007/s10212-021-00571-z">10.1007/s10212-021-00571-z</a>.
  short: A. Scheunemann, T. Schnettler, J. Bobe, S. Fries, C. Grunschel, European
    Journal of Psychology of Education 37 (2021) 1141–1164.
date_created: 2025-02-21T08:42:51Z
date_updated: 2025-11-04T07:54:31Z
doi: 10.1007/s10212-021-00571-z
intvolume: '        37'
issue: '4'
language:
- iso: eng
page: 1141-1164
publication: European Journal of Psychology of Education
publication_identifier:
  issn:
  - 0256-2928
  - 1878-5174
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: A longitudinal analysis of the reciprocal relationship between academic procrastination,
  study satisfaction, and dropout intentions in higher education
type: journal_article
user_id: '81770'
volume: 37
year: '2021'
...