Ins Schreiben kommen und im Schreiben bleiben – die Selbststeuerung beim Schreiben wissenschaftlicher Texte in den Qualifizierungsphasen

Das Schreiben von wissenschaftlichen Texten ist mit einer Vielzahl von Herausforderungen verbunden, die die Bewältigung einer Schreibaufgabe häufig mühselig erscheinen lassen. Dieser Beitrag führt das wissenschaftliche Schreiben als eine Form des komplexen Problemlösens ein. Er betrachtet das wissenschaftliche Schreiben als ein rhetorisches Problem und zeigt auf, welche Ressourcen und Strategien im Rahmen des Schreibprozesses eingesetzt werden, um dieses Problem zu lösen. Der Fokus liegt dabei auf der Rolle der Selbstregulation beim wissenschaftlichen Schreiben. Aus prominenten Kompetenz- und Phasenmodellen des Schreibens abgeleitet, stellt der Beitrag grundlegende Strategien einer erfolgreichen Selbstregulation beim wissenschaftlichen Schreiben vor, die individuell eingesetzt werden können, um ins Schreiben zu kommen und im Schreiben zu bleiben.Writing scientific texts is associated with a multitude of challenges, both explicit and implicit. They often make the writing process seem painstaking. This paper introduces scientific writing as a form of complex problem solving. It understands writing as a rhetorical problem and identifies the resources and strategies used in the writing process to solve this problem. The focus is on the role of self-regulation in writing. Derived from prominent models of writing, the paper presents four basic strategies for successful self-regulation in writing that can be applied individually to start with and to stay tuned to writing

Beforschung einer eigenen Vorlesung: Effekte von Wahlfreiheit auf Leistung und Konfidenz

Basierend auf Forschung zum Lernen in Vorlesungen und der Selbstbestimmungstheorie wurde der Effekt von Wahlfreiheit auf kognitive Testleistung und metakognitive Konfidenz im Rahmen einer eigenen Vorlesung untersucht. N = 370 Studierende bearbeiteten semesterbegleitend selbst gewählte sowie vorgegebene schriftliche Reflexionen und absolvierten zu zwei Messzeitpunkten Tests mit konfidenzgewichteten Richtig-Falsch-Items. Testitems zu Inhalten der selbstgewählten Reflexionen wurden zu beiden Messzeitpunkten gleich gut bearbeitet (Leistung; kognitives Maß), während die Sicherheit in korrekte und inkorrekte Lösungen abnahm (Konfidenz; metakognitives Maß). Die Leistung bei Testitems zu Inhalten der vorgegebenen Reflexionen nahm zum zweiten Messzeitpunkt ab, während die Konfidenz in inkorrekte Lösungen zunahm. Mögliche Mechanismen und Konsequenzen der Studienergebnisse, aber auch Grenzen der Studie und somit mögliche Implikationen werden diskutiert

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

Health procrastination: The experience of 35-44 years old men

The focal concept of this study is health procrastination. Delay in seeking help from medical practitioners is an increasing problem in Latvia, particularly with men between the ages of 35-44. Failures in primary and secondary prevention create a number of negative consequences, for instance, longer and more complex treatment; lower recovery prognosis as well as higher treatment costs. Nevertheless, the aforementioned group often avoids medical treatment. The aim of this study was to understand the experience of 35-44 years old men in terms of their health procrastination in qualitative terms. Semi-structured in-depth interviews with 48 men within the age range of 35-44 years were conducted. Data was analysed using inductive thematic analysis. The following dominant themes are: delay of health behaviour, time management, motivation emerged during the analysis: conscientiousness, task avoidance, effort, short-term vs. long-term thinking, gains and losses assessment, and time discounting. Conclusions followed: there are three main concepts – personality traits, discounting and task characteristics – that bring together the experience of health procrastination for 35-44 years old males

Spielend Lehrer/in werden: problembasiertes Lernen mit virtuellen Schülerinnen/Schülern

Über das Lehramtsstudium sollen Studierende unter anderem dazu befähigt werden, die Leistung ihrer Schüler/innen zu bewerten. Dazu müssen sie Einflussfaktoren auf Schulleistung kennen und diese richtig diagnostizieren und fördern können. Mit diesem Beitrag wird eine game- und E-Learning-gestützte Lernumgebung vorgestellt, in der Studierende – anders als in vielen inputorientierten Seminarkonzepten – in einem virtuellen Klassenzimmer an realitätsnahen Fällen lernen, problembasiert zu diagnostizieren und zu fördern. Über den Einsatz der Lernumgebung in der Lehre wird berichtet, erste Rückmeldungen von Lehrenden und Studierenden werden erläutert und weitere Planungsschritte dargestellt. 13.05.2016 | Saskia Praetorius, Daniel Al-Kabbani, Carla Bohndick, Johanna Hilkenmeier, Sebastian T. König, Hanna S. Müsche, Sabrina Sommer & Katrin B. Klingsieck (Paderborn, Regensburg

On the measurement of procrastination : comparing two scales in six European countries

Peer reviewe

Overcoming Procrastination? A Meta-Analysis of Intervention Studies

We present a meta-analysis of 24 studies on procrastination interventions (total k = 44, N = 1173) in order to find out 1) whether people can reduce their level of procrastination, and 2) if so, which type of intervention leads to the strongest reduction. We compared four different types of interventions: Self-regulation, cognitive behavioral therapy, other therapeutic approaches, and interventions focusing on individuals’ strengths and resources. A large reduction in procrastination after the interventions was found, and the effects remained stable in follow-up assessments. The findings so far suggest that cognitive behavioral therapy reduced procrastination more strongly than the other types of interventions. Other moderator variables, such as the duration of the intervention, had no significant effects. We propose future research that may help to build stronger evidence for the effects of interventions, as well as some guidelines for interventions

Social factors of procrastination: group work can reduce procrastination among students

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

Group work and student procrastination

Current research has paid little attention to contextual or social factors that may contribute to procrastination. One social factor, which may influence procrastination, is group work among students. Compared to individual work, group work can enhance individual effort and performance when the individual's contribution is indispensable for group success. In a field experiment, students with high levels of trait procrastination completed a typical academic assignment (i.e., compiling a bibliography), either in group work with an indispensable contribution or in individual work. Lower procrastination and higher performance were found in group work with an indispensable contribution as compared to individual work. Exploration of positive and negative taskrelated affect revealed no differences between conditions. Results add to the current theoretical understanding of procrastination and might inspire a new approach, which aims at preventing procrastination by changes in the learning environment