Universität zu Köln

Koppenborg, Markus and Klingsieck, Katrin B. (2022). Social factors of procrastination: group work can reduce procrastination among students. Soc. Psychol. Educ., 25 (1). S. 249 - 275. DORDRECHT: SPRINGER. ISSN 1573-1928

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Abstract

Research on procrastination covers a variety of individual factors (e.g., conscientiousness) and this focus is reflected in interventions against procrastination. Less emphasis is put on situational and social factors that may help students reduce procrastination, such as social interdependence. Therefore, this study investigates the relationship between interdependence with academic procrastination and affective variables. Two vignette studies with student samples (N-1 = 320, N-2 = 193) were conducted and data was analyzed with regression analyses and analyses of covariance. Results of both studies show lower state procrastination in group work with interdependence compared to individual work, especially in participants with high trait procrastination. This difference is more pronounced when interdependence is accompanied by an active commitment to finish the task on time. Further, interdependent group work is related to increased positive affect and decreased negative affect. The results demonstrate the relevance of situational and social factors for academic procrastination, and point toward new approaches for intervention.

Item Type:	Journal Article
Creators:	Creators Email ORCID ORCID Put Code Koppenborg, Markus UNSPECIFIED UNSPECIFIED UNSPECIFIED Klingsieck, Katrin B. UNSPECIFIED UNSPECIFIED UNSPECIFIED
URN:	urn:nbn:de:hbz:38-667777
DOI:	10.1007/s11218-021-09682-3
Journal or Publication Title:	Soc. Psychol. Educ.
Volume:	25
Number:	1
Page Range:	S. 249 - 275
Date:	2022
Publisher:	SPRINGER
Place of Publication:	DORDRECHT
ISSN:	1573-1928
Language:	English
Faculty:	Unspecified
Divisions:	Unspecified
Subjects:	no entry
Uncontrolled Keywords:	Keywords Language ACADEMIC PROCRASTINATION; NEGATIVE AFFECT; GROUP MEMBERS; INTERDEPENDENCE; COMMITMENT; PERFORMANCE; IMPACT; ACHIEVEMENT; METAANALYSIS; ORIENTATION Multiple languages Psychology, Educational Multiple languages
URI:	http://kups.ub.uni-koeln.de/id/eprint/66777