Group-specific preconditions of study success and dropout. An introduction to the special issue

Der Aufsatz gibt eine Einführung in das Themenheft zu Studienerfolg und Studienabbruch in der Zeitschrift für empirische Hochschulforschung (ZeHf). Darin sind vier Beiträge enthalten, die im Rahmen von Forschungsprojekten der BMBF-Förderlinie "Studienerfolg und Studienabbruch" aus psychologischer, soziologischer, erziehungswissenschaftlicher und fachdidaktischer Perspektive entstanden sind. (DIPF/Orig.)This is an introduction to the special issue on study success and dropout, published in Zeitschrift für empirische Hochschulforschung (ZeHf). It comprises four papers from research projects belonging to the funding line on "study success and dropout" installed by the Federal Ministry of Education and Research (BMBF), and combines psychological, sociological, educational, and didactical perspectives. (DIPF/Orig.

Is it still worth it? Applying expectancy-value theory to investigate the intraindividual motivational process of forming intentions to drop out from university

Schnettler T, Bobe J, Scheunemann A, Fries S, Grunschel C. Is it still worth it? Applying expectancy-value theory to investigate the intraindividual motivational process of forming intentions to drop out from university. Motivation and emotion. 2020;44:491–507 .The intraindividual process of study dropout, from forming dropout intention to deregistration, is of motivational nature. Yet typical studies investigate interindividual differences, which do not inform about intraindividual processes. Our study focused on the intraindividual process of forming dropout intention, and applied expectancy-value theory to analyze its motivational underpinnings. To expand research, we considered associations of intraindividual deviations in expectancy, intrinsic value, attainment value, utility value, and cost to intraindividual deviations in dropout intention. A total of 326 undergraduate students of law and mathematics rated motivational variables and dropout intention three times from semester start to the final exam period. Multilevel regression analyses revealed that intraindividual changes in intrinsic value, attainment, and cost, but not in expectancy and utility, related to intraindividual changes in dropout intention. Further, we considered students' demographics as moderators. Only age moderated the association between intrinsic value and dropout intention. Our results stress the crucial role of certain value components, including cost, for emerging dropout intention

Vicious and virtuous relationships between procrastination and emotions: an investigation of the reciprocal relationship between academic procrastination and learning-related anxiety and hope

Although cross-sectional studies depict (negative) emotions as both antecedents and consequences of trait procrastination, longitudinal studies examining reciprocal relationships between procrastination and emotions are scant. Yet, investigating reciprocal relationships between procrastination and emotions within long-term frameworks can shed light on the mechanisms underlying these relationships. Additionally, the role of positive emotions concerning procrastination is largely unattended to in the procrastination–emotion research; albeit, this perspective can inform preventive and intervention measures against procrastination. In the present study, we explored reciprocal associations between trait academic procrastination on the one hand and trait-like learning-related anxiety and hope on the other hand over one semester. Overall, N = 789 students in German universities participated in a three-wave online panel study. Participants responded to questions on academic procrastination as well as learning-related anxiety and hope at the beginning (T1), middle (T2), and end (T3) of the lecture period of the semester in approximately 6-week measurement intervals. A latent cross-lagged panel model was used to test the hypotheses. After accounting for autoregressive effects, our results showed that academic procrastination at T1 positively predicted learning-related anxiety at T2. In contrast, academic procrastination at T1 negatively predicted learning-related hope at T2, which in turn negatively predicted academic procrastination at T3. Our results highlight positive emotions (e.g., hope) as also significant factors for procrastination and suggest them as possible “protective factors” against procrastination. Boosting positive emotions as part of interventions against procrastination could potentially help reduce the tendency to procrastinate

Delaying academic tasks and feeling bad about it

Abstract. Procrastination is the irrational delay of an intended task and is common among students. A delay can only be defined as procrastination when it is voluntary, the action was intended but not implemented, and the delay is accompanied by subjective discomfort. Established scales of procrastination cover mainly behavioral aspects but have neglected the emotional aspect. This inaccuracy concerning the construct validity might entail misconceptions of procrastination. Accordingly, we developed and validated the Behavioral and Emotional Academic Procrastination Scale (BEPS), which covers all aspects of the definition of procrastination. The 6-item scale measuring self-reported academic procrastination was tested in three studies. Study 1 (N = 239) evaluated the psychometric qualities of the BEPS, indicating good item characteristics and internal consistency. Study 2 (N = 1,441) used confirmatory factor analysis and revealed two correlated factors: one covering the behavioral aspect and the other reflecting the emotional aspect. Measurement invariance was shown through longitudinal and multigroup confirmatory factor analyses. Study 3 (N = 234) provided evidence for the scale’s convergent validity through correlations with established procrastination scales, self-efficacy, and neuroticism. The BEPS thus economically operationalizes all characteristics of academic procrastination and appears to be a reliable and valid self-report measure

Study satisfaction among university students during the COVID-19 pandemic: longitudinal development and personal-contextual predictors

The COVID-19 pandemic challenges the well-being and academic success of many students. Yet, little is known about students’ study satisfaction during the COVID-19 pandemic, a multilayered construct which accounts for students’ subjective cognitive well-being and academic success. Besides, previous studies on study satisfaction are mostly cross-sectional and hardly consider the distinct subdimensions of this construct. Therefore, our main goal in this study was to shed light on the understudied development of the subdimensions of study satisfaction (i.e., satisfaction with study content, conditions of studying, and coping with study-related stress) in two semesters amid the COVID-19 pandemic. Additionally, we examined how particular personal (i.e., gender, age, GPA, intrinsic motivation, motivational cost, and academic procrastination) and contextual (i.e., loneliness) factors are related to these subdimensions. We conducted two panel studies with convenience and purposeful samples of university students in Germany (Nstudy1 = 837; Nstudy2 = 719). Participants responded online to questions on each of the subdimensions of study satisfaction at the beginning, middle, and end of each semester but responded to measures of personal and contextual factors only at the beginning of each semester. In both studies, manifest growth curve models indicated a decrease in all subdimensions of study satisfaction as the semester progressed. Generally, gender (male) and intrinsic motivation were positive predictors but age (younger students), motivational cost, and loneliness were negative predictors of different subdimensions of study satisfaction – particularly satisfaction with study content. Overall, motivational costs and loneliness were the most consistent predictors of all subdimensions of study satisfaction across both studies. Our findings provide support for the understanding that study satisfaction could diminish in the face of challenging situations such as in this pandemic. The present study also highlights certain personal and contextual factors that relate to study satisfaction and calls for intensive research into the multidimensional construct of study satisfaction

Different motivational profiles of university students and their relation to demographic characteristics, learning behavior, and study-related well-being

Auf der Basis eines multidimensionalen Verständnisses von Studienmotivation wird ein Zusammenspiel motivationaler Variablen verschiedener Phasen des Studiums im Hinblick auf akademische Erfolgskriterien angenommen. Jedoch gibt es hierzu bislang keine empirische Evidenz. In der vorliegenden Studie wurde das Ziel verfolgt, das intraindividuelle Zusammenspiel intrinsischer und extrinsischer Studienwahlmotivation als Variablen der Studienvorphase sowie des akademischen Selbstkonzepts und der akademischen Selbstwirksamkeit als Variablen der Phase im Studium in Form motivationaler Profile von Studierenden aufzudecken. Ferner wurden Unterschiede zwischen Studierenden verschiedener motivationaler Profile hinsichtlich demografischer Merkmale, Bildungsmerkmalen, Lernverhalten (Anstrengung und Prokrastination) und Befinden (Studienzufriedenheit, Studienabbruchintention) ermittelt. An der Studie nahmen N = 1,426 Studierende der Studienbereiche MINT, Rechtswissenschaft, Wirtschaftswissenschaft und Erziehungswissenschaft teil. Mittels der Analyse latenter Profile wurden fünf motivationale Profile ermittelt. Männliche Studierende, jüngere Studierende und Studierende jüngerer Semester waren in Profilen mit höheren Ausprägungen der motivationalen Variablen stärker vertreten. Insgesamt wiesen Studierende in Profilen mit höherer im Vergleich zu moderater Studienmotivation ein günstigeres Studierverhalten und geringere Studienabbruchintentionen auf. Der Beitrag stützt die Relevanz, die motivationalen Prozessen für günstiges Lernverhalten und Studienabbruch zugeschrieben wird. Auch wenn ein Großteil der Studierenden in diesem Beitrag eine hohe Studienmotivation berichtete, legen die Befunde nahe, Maßnahmen zur Förderung von Studienmotivation für Subgruppen von Studierenden in der Hochschulpraxis anzubieten. (DIPF/Orig.)On the basis of a multidimensional understanding of study motivation, an interplay of motivational variables of different study phases with regard to academic success is assumed. Yet, it lacks empirical evidence regarding this interplay. The aim of the present study was to uncover the intraindividual interplay of intrinsic and extrinsic study choice motivation representing variables of the pre-university phase and of academic self-concept and academic self-efficacy indexing variables of the study phase as combined in motivational profiles. Furthermore, we identified differences between students of the distinct motivational profiles with respect to demographic characteristics, educational characteristics, learning behavior (effort and procrastination), and well-being (study satisfaction, student dropout intention). The sample consisted of N = 1,426 students, enrolled in STEM, law, economics and educational science majors. Applying latent profile analysis, we identified five motivational profiles. Profiles expressing higher motivation were disproportionate for male students, younger students, and students of lower semesters. Overall, students in profiles with high compared to moderate study motivation showed more adaptive study behavior and lower student dropout intentions. The present study underlines the relevance attributed to motivational processes for adaptive learning behavior and student dropout intention. Although a large proportion of students reported high study motivation, our findings suggest that approaches to foster student motivation should be offered in higher education and address specific groups of students. (DIPF/Orig.

Akademische Prokrastination: Eine qualitative und quantitative Untersuchung von Gründen und Konsequenzen

Grunschel C. Akademische Prokrastination: Eine qualitative und quantitative Untersuchung von Gründen und Konsequenzen. Bielefeld; 2013

Why are students (not) motivated to change academic procrastination? An investigation based on the Transtheoretical Model of change

Grunschel C, Schopenhauer L. Why are students (not) motivated to change academic procrastination? An investigation based on the Transtheoretical Model of change. Journal of College Student Development. 2015;56(2):187-200.In light of the drawbacks of academic procrastination, it is surprising that not all students want to decrease academic procrastination. To find out why students are motivated (or not) to change academic procrastination, we investigated the characteristics of 377 German students with different motivations to change based on the Transtheoretical Model of change. The students who did not contemplate changing their behavior were not negatively affected by academic procrastination, in contrast to those students who intended to reduce academic procrastination. The students who started to decrease academic procrastination presented themselves as optimistic. Based on our results, we suggest offering tailor-made interventions to help students successfully overcome academic procrastination

Exploring different types of academic delayers: A latent profile analysis

Grunschel C, Patrzek J, Fries S. Exploring different types of academic delayers: A latent profile analysis. Learning And Individual Differences. 2013;23:225-233.In this study, we explored whether there are different types of academic delayers (i.e., types of students who delay academic tasks). Latent profile analysis based on 554 university students' reasons for academic delay revealed four distinct types: inconspicuous, successful pressure-seeking, worried/anxious, and discontent with studies. The types were validated with respect to variables associated with dilatory behavior (e.g., academic procrastination and academic performance). The inconspicuous and successful pressure-seeking types showed low academic procrastination and were not negatively affected by academic delay, whereas the worried/anxious and discontent with studies types showed high academic procrastination and were under psychological pressure. Thus, two types appeared to be purposeful delayers and two types appeared to be academic procrastinators. The deficiencies in self-regulation skills observed in the worried/anxious and discontent with studies types underpin the notion of academic procrastination as a failure in self-regulation. Interventions designed to overcome academic procrastination should address these skills and should be tailored to the type-specific reasons. (c) 2012 Elsevier Inc. All rights reserved