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Prokrastination als Risikofaktor für den Abbruch des Studiums: eine motivations- und handlungsregulatorische Perspektive

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Studienerfolg und Studienabbruch

Zusammenfassung

Im Rahmen des BMBF-Verbundprojektes „Prokrastination als Risikofaktor für den Abbruch des Studiums“ (ProkRASt) wurden potentielle Ursachen von Studienabbruchintentionen, die im individuellen Studienprozess zu verorten sind, sowie Wechselwirkungen zwischen ihnen umfassend untersucht. Konkret analysierten die Projektpartner*innen, inwiefern personale und kontextuelle Variablen sowie Aspekte der Motivations- und Handlungsregulation Prokrastination bedingen und Prokrastination wiederum – vermittelt über Wohlbefinden, Motivation und Leistung – einen Risikofaktor für ausbleibenden Studienerfolg und Studienabbruch darstellt. Dabei wurden die theoretischen Annahmen in insgesamt acht quer- und längsschnittlichen Studien empirisch überprüft. Zentrale Ergebnisse des Projekts sind zum einen sechs für den deutschsprachigen Hochschulkontext entwickelte reliable und valide Messinstrumente. Zum anderen wurden zahlreiche Forschungsbefunde ermittelt, die Annahmen zur Bedeutung und zum Zusammenspiel der im Projekt untersuchten Bedingungsfaktoren und zur Entwicklung von Studienabbruchintentionen stützen. Die umfangreichen und differenzierten Ergebnisse offenbaren zentrale Ansatzpunkte für die Gestaltung von Hochschulbildung sowie von Beratung, Prävention und Intervention zur Förderung von Studienerfolg und zur Reduktion von Studienabbruch.

Abstract

Within the scope of the BMBF joint project „Procrastination as Risk Factor for Student Dropout“ (ProkRASt), potential causes of students’ dropout intentions that are located in the individual study process, as well as interactions between them were comprehensively investigated. Specifically, the cooperation partners examined to what extent personal and contextual factors, as well as aspects of motivation and action regulation, predict procrastination and, in turn, to what extent procrastination – mediated by well-being, motivation, and academic performance – represents a risk factor for low academic success and student dropout. Theoretical assumptions were empirically tested in eight cross-sectional and longitudinal studies. On the one hand, key project results comprise the development of six reliable and valid standardized instruments for the German-speaking higher education context. On the other hand, several empirical results were obtained that support assumptions about the importance and interplay of the influencing factors examined in the project as well as the development of dropout intentions. The comprehensive and differentiated findings reveal manifold practical implications regarding the design of higher education learning contexts and for counseling, prevention, and intervention approaches to promote academic success and reduce student dropout rates.

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Danksagung

Wir danken dem Bundesministerium für Bildung und Forschung (BMBF) für die finanzielle Unterstützung des Verbundprojektes im Rahmen der Förderlinie „Studienabbruch und Studienerfolg“ (FKZ: 01PX16011A; 01PX16011B; 01PX16011C).

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Authors and Affiliations

  1. Institut für Psychologie, Westfälische Wilhelms-Universität Münster, Münster, Deutschland

    Carola Grunschel

  2. Lehrstuhl für Psychologie, Universität Augsburg, Augsburg, Deutschland

    Markus Dresel

  3. Abteilung für Psychologie, Universität Bielefeld, Bielefeld, Deutschland

    Stefan Fries

  4. Institut für Psychologie, Universität Duisburg-Essen, Essen, Deutschland

    Detlev Leutner

  5. Institut für Erziehungswissenschaft, Ruhr-Universität Bochum, Bochum, Deutschland

    Joachim Wirth, Anne Scheunemann & Daniel Oliver Thies

  6. Lehrstuhl für Psychologie, Universität Augsburg, Augsburg, Deutschland

    Lisa Bäulke

  7. Institut für Psychologie, Westfäliche Wilhelms-Universität Münster, Münster, Deutschland

    Theresa Schnettler

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  1. Carola Grunschel
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  2. Markus Dresel
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  4. Detlev Leutner
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  5. Joachim Wirth
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  6. Lisa Bäulke
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  7. Anne Scheunemann
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  8. Theresa Schnettler
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  9. Daniel Oliver Thies
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Correspondence to Carola Grunschel .

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Editors and Affiliations

  1. Freie Universität Berlin, Berlin, Deutschland

    Martin Neugebauer

  2. Universität Zürich, Zürich, Schweiz

    Hans-Dieter Daniel

  3. Humboldt-Universität zu Berlin, Berlin, Deutschland

    Andrä Wolter

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Grunschel, C. et al. (2021). Prokrastination als Risikofaktor für den Abbruch des Studiums: eine motivations- und handlungsregulatorische Perspektive. In: Neugebauer, M., Daniel, HD., Wolter, A. (eds) Studienerfolg und Studienabbruch. Springer VS, Wiesbaden. https://doi.org/10.1007/978-3-658-32892-4_3

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