Procrasination, the postponement of activities, is a widespread phenomenon among students. Instead of start with the preparation for an important exam, there must be answered “important” e-mails or must be cleaned up the flat carefully.
Not seldom proves the phenomenon procrastination to be an obstacle for a efficient and satisfactory study.
Accordingly, a part of the affected students expresses the wish to change their own procrastination behavior pointedly.
Compared to other countries, the investigation of procrastination in context of university has been neglected yet in Germany.
Through the cooperation project „ProDI-H” of the universities Bielefeld and Karlsruhe (KIT), the first steps will be taken to close this research gap.
Goal of the project is, to acquire empirical profound practical knowledge about the phenomenon procrastination by students.
Based on this practical knowledge, a system for diagnose of problematical procrastination behavior should be developed and validated together with the project partners.
The utility inspired research leads to the development and evaluation of individualized interventions for the reduction of procrastination tendencies.
The system achieves a contribution to a successful organization of the student everyday life and to a reduction of drop-out.
The project procedure is structured in three project phases:
1. In the first project phase interviews will be conducted with students and student advisers at both project sites, to gather their subjective theories to procrastination in university context and to get insights in the interactions of academic procrastination.
Additionally, based on this cognitions, a diagnostic tool for identification of problematical procrastination tendencies and - types in university context should be developed, which will be validated extensive on the end of the first project phase.
2. The goal of the second project phase is to derive and attempt modular and custom intervention in view of the identified procrastination types. After the current level of knowledge, interventions could be used for motivation- and volition support, social control as well as to efficient time management.
The interventions should be integrated in open source learning platforms like moodle or stup.IP. Therefore it will be possible for students to make use of the interventions independent from time and place. Associated with the conduct, a first evaluation of the intervention and if necessary a modification of the measure should take place.
3. For the last project phase is planned an evaluation of the whole project, existing of the diagnostic possibilities and interventions. As factors of success could be consulted the reduction of the procrastination tendencies, the improvement of university performance and the increase of subjective wellbeing. Furthermore should be conceptualized workshops and written user guides to present the diagnostic-intervention-system to the general public.
Contact person at the KIT:
Prof. Dr. Gerd Gidion, Institute for Vocational Education and Training (IBP) and general education, division for Vocational Education and Training - Engineering Didactics Division.
Cüneyt Sandal, M.A., Institute for Vocational Education and Training (IBP) and general education, division for Vocational Education and Training
URL to the project intention:
Link to the german education server:
Funded by the Federal Ministry of Education and Research