Relationship between the intraindividual interplay of negative and positive exam-related emotions and the behavioral-emotional dimensions of academic procrastination

Gadosey, C. K.; Turhan, D.; Wenker, T.; Kegel, L. S.; Bobe, J.; Thomas, L.; Buhlmann, U.; Fries, S.; Grunschel, C.

Forschungsartikel (Zeitschrift) | Peer reviewed

Zusammenfassung

Although achievement situations trigger multiple emotions and learners experience both negative and positive emotions simultaneously, procrastination research typically examines isolated relationships between specific emotions and procrastination. The potential interplay of negative and positive emotions regarding procrastination is often overlooked, although this perspective can shed light on their dynamic relationships. Moreover, past studies primarily address the behavioral aspect of procrastination (delay) while overlooking its emotional facet (subjective discomfort), albeit this differentiation could enhance understanding of procrastination and its correlates. The present study explores the understudied interplay of the two most frequently experienced negative (anxiety) and positive (hope) exam-related emotions regarding students’ procrastination tendencies with differentiated behavioral and emotional dimensions. The study analyzes cross-sectional data from two independent studies (Nstudy1 = 266, Nstudy2 = 468) conducted in Germany among university students. Latent profile analyses (LPA) reveal three similar profiles across both studies—High Anxiety–Low Hope, Low Anxiety–High Hope and Moderate Anxiety–Moderate Hope— and two study-specific profiles namely, Low Anxiety–Moderate Hope (Study 1) and High Anxiety–Moderate Hope (Study 2). Females compared to males are more likely to belong to the anxiety-dominated profiles. Overall, students in anxiety-dominated profiles report higher scores whereas students in hope-dominated profiles report lower scores on both behavioral and emotional dimensions of academic procrastination. This study advances an integrated approach that incorporates the combined effects of both negative and positive emotions concerning procrastination. Findings further inform research efforts towards identifying risk and protective emotional factors to develop tailored intervention against academic procrastination.

Details zur Publikation

FachzeitschriftCurrent Psychology
Jahrgang / Bandnr. / Volume43
Seitenbereich31476-31494
StatusVeröffentlicht
Veröffentlichungsjahr2024 (23.09.2024)
Sprache, in der die Publikation verfasst istEnglisch
DOI10.1007/s12144-024-06719-6
Stichwörter Academic procrastination · Achievement emotions · Exam-related anxiety · Exam-related hope · Latent profile analysis

Autor*innen der Universität Münster

Buhlmann, Ulrike
Professur für Klinische Psychologie und Psychotherapie (Prof. Buhlmann)
Gadosey, Christopher Kafui
Professur für Pädagogische Psychologie (Prof. Grunschel)
Grunschel, Carola
Professur für Pädagogische Psychologie (Prof. Grunschel)
Kegel, Lena
Professur für Pädagogische Psychologie (Prof. Grunschel)
Turhan, Derya
Professur für Pädagogische Psychologie (Prof. Grunschel)