"I'll stop procrastinating now!" Fostering specific processes of self-regulated learning to reduce academic procrastination. Issue 2 (3rd April 2018)

• Record Type: Journal Article
• Authors: Grunschel, Carola; Patrzek, Justine; Klingsieck, Katrin B.; Fries, Stefan
• Is Part Of: Journal of prevention & intervention in the community. Volume 46:Issue 2(2018)
• Page Start: 143
• Page End: 157
• Publication Date: 2018-04-03
• Subjects: Academic procrastination -- evaluation -- self-regulated learning -- self-regulation -- training; Preventive health services -- Periodicals; Preventive health services -- United States -- Periodicals; Community health services -- Periodicals; Community health services -- United States -- Periodicals; 362.1
• DOI: 10.1080/10852352.2016.1198166
• Languages: English
• ISSNs: 1085-2352

Abstract

ABSTRACT: 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.