"I'll stop procrastinating now!" Fostering specific processes of self-regulated learning to reduce academic procrastination

Grunschel C, Patrzek J, Klingsieck K, Fries S (2018)
JOURNAL OF PREVENTION & INTERVENTION IN THE COMMUNITY 46(2): 143-157.

Zeitschriftenaufsatz | Veröffentlicht | Englisch
 
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Abstract / Bemerkung
Academic procrastination is considered to be a result of self-regulation failure having detrimental effects on students' well-being and academic performance. In the present study, we developed and evaluated a group training that aimed to reduce academic procrastination. We based the training on a cyclical process model of self-regulated learning, thus, focusing on improving deficient processes of self-regulated learning among academic procrastinators (e.g., time management, dealing with distractions). The training comprised five sessions and took place once a week for 90 min in groups of no more than 10 students. Overall, 106 students completed the training. We evaluated the training using a comprehensive control group design with repeated measures (three points of measurement); the control group was trained after the intervention group's training. The results showed that our training was successful. The trained intervention group significantly reduced academic procrastination and improved specific processes of self-regulated learning (e. g., time management, concentration), whereas the untrained control group showed no change regarding these variables. After the control group had also been trained, the control group also showed the expected favorable changes. The students rated the training overall as good and found it recommendable for procrastinating friends. Hence, fostering self-regulatory processes in our intervention was a successful attempt to support students in reducing academic procrastination. The evaluation of the training encourages us to adapt the training for different groups of procrastinators.
Stichworte
Academic procrastination; evaluation; self-regulated learning; self-regulation; training
Erscheinungsjahr
2018
Zeitschriftentitel
JOURNAL OF PREVENTION & INTERVENTION IN THE COMMUNITY
Band
46
Ausgabe
2
Seite(n)
143-157
ISSN
1085-2352
eISSN
1540-7330
Page URI
https://pub.uni-bielefeld.de/record/2930286

Zitieren

Grunschel C, Patrzek J, Klingsieck K, Fries S. "I'll stop procrastinating now!" Fostering specific processes of self-regulated learning to reduce academic procrastination. JOURNAL OF PREVENTION & INTERVENTION IN THE COMMUNITY. 2018;46(2):143-157.
Grunschel, C., Patrzek, J., Klingsieck, K., & Fries, S. (2018). "I'll stop procrastinating now!" Fostering specific processes of self-regulated learning to reduce academic procrastination. JOURNAL OF PREVENTION & INTERVENTION IN THE COMMUNITY, 46(2), 143-157. doi:10.1080/10852352.2016.1198166
Grunschel, C., Patrzek, J., Klingsieck, K., and Fries, S. (2018). "I'll stop procrastinating now!" Fostering specific processes of self-regulated learning to reduce academic procrastination. JOURNAL OF PREVENTION & INTERVENTION IN THE COMMUNITY 46, 143-157.
Grunschel, C., et al., 2018. "I'll stop procrastinating now!" Fostering specific processes of self-regulated learning to reduce academic procrastination. JOURNAL OF PREVENTION & INTERVENTION IN THE COMMUNITY, 46(2), p 143-157.
C. Grunschel, et al., “"I'll stop procrastinating now!" Fostering specific processes of self-regulated learning to reduce academic procrastination”, JOURNAL OF PREVENTION & INTERVENTION IN THE COMMUNITY, vol. 46, 2018, pp. 143-157.
Grunschel, C., Patrzek, J., Klingsieck, K., Fries, S.: "I'll stop procrastinating now!" Fostering specific processes of self-regulated learning to reduce academic procrastination. JOURNAL OF PREVENTION & INTERVENTION IN THE COMMUNITY. 46, 143-157 (2018).
Grunschel, Carola, Patrzek, Justine, Klingsieck, Katrin, and Fries, Stefan. “"I'll stop procrastinating now!" Fostering specific processes of self-regulated learning to reduce academic procrastination”. JOURNAL OF PREVENTION & INTERVENTION IN THE COMMUNITY 46.2 (2018): 143-157.

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