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

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

A longitudinal analysis of the reciprocal relationship between academic procrastination, study satisfaction, and dropout intentions in higher education

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. European Journal of Psychology of Education. 2021.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 N = 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

Correction to: Is it still worth it? Applying expectancy-value theory to investigate the intraindividual motivational process of forming intentions to drop out from university (vol 44, pg 491, 2020)

Schnettler T, Bobe J, Scheunemann A, Fries S, Grunschel C. Correction to: Is it still worth it? Applying expectancy-value theory to investigate the intraindividual motivational process of forming intentions to drop out from university (vol 44, pg 491, 2020). Motivation and Emotion. 2020;44(5):704-706

The intraindividual co-occurrence of anxiety and hope in procrastination episodes during exam preparations: An experience sampling study

Gadosey CK, Schnettler T, Scheunemann A, Fries S, Grunschel C. The intraindividual co-occurrence of anxiety and hope in procrastination episodes during exam preparations: An experience sampling study. Learning and Individual Differences. 2021;88: 102013.Previous studies have shown that students procrastinate during exam preparation phase. Until now, only a few studies have investigated emotions that accompany academic procrastination in real-life situations. Further, there is a lack of studies that investigate the co-occurrence of both positive and negative emotions during procrastination episodes although both emotions can co-occur and interact within a person. We therefore examined how within-person experiences of exam-related emotions (i.e., anxiety and hope), learning-related confusion, and between-person factors (i.e., trait procrastination, gender, age, semester, and relevant exam) relate to state procrastination of learning during preparations for a relevant end-of-semester exam. A total of N = 93 students participated in an experience sampling procedure for 10 days prior to the relevant exam. As expected, multilevel logistic regression analyses showed that state procrastination was associated with higher anxiety, lower hope, and higher trait procrastination. The association between hope and state procrastination was weaker when anxiety was higher. Confusion and demographic variables had no significant relationship with state procrastination. Interestingly, these emotional experiences related to state procrastination were not comparable to delay per se suggesting that the two phenomena are distinct. Our research highlights the dynamic interplay of anxiety and hope during procrastination episodes

Psychometric Properties of the German Short Version of the Maslach Burnout Inventory. Student Survey

Turhan D, Scheunemann A, Schnettler T, et al. Psychometric Properties of the German Short Version of the Maslach Burnout Inventory. Student Survey. European Journal of Health Psychology. 2021;28(2):45-58.Background: Higher education is a challenging context in which students ? particularly those endowed with a small array of resources ? are susceptible to suffer from burnout. To screen, identify, and support students that are at risk of burnout, psychometrically robust instruments are essential. To this end, we extended the validation of the German short version of the Maslach Burnout Inventory ? Student Survey (MBI-SS-KV) that allows measuring burnout among German-speaking university students. Method: We conducted a longitudinal study and analyzed the factorial validity, reliability, measurement invariance, and convergent as well as discriminant validity of the MBI-SS-KV in a sample of German university students (N = 1,435). Results: Our results replicated the original three-factor structure of the MBI-SS-KV. Yet, a bi-factor structure of the MBI-SS-KV ? composed of a general factor (i.e., student burnout) and three domain-specific factors (i.e., emotional exhaustion, cynicism, and reduced professional efficacy) ? revealed a comparable fit and was used for further analyses due to theoretical and methodological advantages. Based on the bi-factor structure of the MBI-SS-KV, nested models with increasing invariance constraints provided support for measurement invariance of this instrument across female and male university students and across time. Besides, the average variance extracted estimates and the comparisons of these estimates with shared variances demonstrated convergent and discriminant validity of the factors emotional exhaustion and cynicism, but not for the factor reduced professional efficacy. Conclusion: To sum up, we found that the MBI-SS-KV is a reliable and for the most part valid instrument for the assessment of student burnout in German higher education

Temporal development of student burnout symptoms: sociodemographic differences and linkage to university dropout intentions

Turhan D, Scheunemann A, Schnettler T, et al. Temporal development of student burnout symptoms: Sociodemographic differences and linkage to university dropout intentions. Contemporary Educational Psychology. 2023;73: 102185.Considering the demanding higher education context, university students are at risk to experience burnout symptoms such as emotional exhaustion, cynicism, and reduced professional efficacy. Theoretical models (e.g., Job Demands-Resources Model) state that burnout symptoms develop over time, vary between individuals, and bear adverse consequences. To date, the temporal development of student burnout symptoms within semesters, inter-individual differences in their development, and the role of their development for academic outcomes like student dropout are understudied. To complement this limited research, we used date of a three-wave longitudinal study with N = 1435 undergraduate students over one semester. First, we modeled unconditional secondorder latent growth curves to examine the initial levels and trajectories of each burnout symptom (emotional exhaustion, cynicism, and reduced professional efficacy). We then modeled conditional second-order latent growth curves to examine whether initial levels and trajectories differed depending on students' sociodemographic characteristics (gender, age, study progress, and academic major) and associated with students' intentions to drop out from university. Results indicated a linear increase in student burnout symptoms over the semester. Sociodemographic differences existed in the initial levels of emotional exhaustion and reduced professional efficacy and the trajectories of each symptom. Generally, female, STEM, and higher- and lower- semester students were particularly affected by burnout symptoms. Further, higher initial levels and an increase in each symptom corresponded with higher dropout intentions. Summarizing, the results highlighted that student burnout symptoms increase as the semester progresses, seem more pronounced among certain student groups, and operate as strong predictors for dropout intentions

University students' profiles of burnout symptoms amid the COVID-19 pandemic in Germany and their relation to concurrent study behavior and experiences

Turhan D, Schnettler T, Scheunemann A, et al. University students' profiles of burnout symptoms amid the COVID-19 pandemic in Germany and their relation to concurrent study behavior and experiences. International journal of educational research. 2022;116: 102081.Burnout symptoms are prevalent among university students. This study examined students' understudied profiles of burnout symptoms and their relation to procrastination, dropout intentions, and study- and life satisfaction. We used cross-sectional data from two online-studies conducted in Germany in April 2020 amid the COVID-19 pandemic (N study1=597, N study2=857). Latent profile analyses indicated three profiles in both studies: (1) well-functioning, (2) moderately exhausted-inefficacious, and (3) burned-out. Most students belonged to Profiles 1 and 2 with low to moderate burnout symptoms. Students in Profile 3 reported the highest symptoms, most procrastination, strongest dropout intentions, and lowest study- and life satisfaction. The distinct profiles broaden knowledge about intra-individual differences in students' burnout experiences and underpin the need for tailored interventions. © 2022 Elsevier Ltd. All rights reserved