“I’ll Worry About It Tomorrow” – Fostering Emotion Regulation Skills to Overcome Procrastination
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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“I’ll Worry About It Tomorrow” – Fostering Emotion Regulation Skills to Overcome Procrastination. / Schuenemann, Laura; Scherenberg, Viviane; Eckert, Marcus et al.
in: Frontiers in Psychology, Jahrgang 13, 780675, 22.03.2022.Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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TY - JOUR
T1 - “I’ll Worry About It Tomorrow” – Fostering Emotion Regulation Skills to Overcome Procrastination
AU - Schuenemann, Laura
AU - Scherenberg, Viviane
AU - Eckert, Marcus
AU - Salisch, Maria
N1 - Copyright © 2022 Schuenemann, Scherenberg, von Salisch and Eckert.
PY - 2022/3/22
Y1 - 2022/3/22
N2 - Procrastination remains an omnipresent phenomenon impeding especially students’ academic performance and well-being. Preliminary findings suggest that procrastination emerges due to dysfunctional emotion regulation efforts to regulate aversive emotions. This study’s objective was to clarify whether the enhancement of general adaptive emotion regulation skills reduces subsequent procrastination. For the purpose of this study, data from a two-armed randomized controlled trial (RCT) with (N = 148) university students, comprising an active intervention (IG) and a passive wait-list control (WLC) group, was collected. Participants of the intervention group were provided with an online emotion regulation training over a period of 9 weeks. The results showed that the enhancement of general emotion regulation skills significantly reduced subsequent procrastination behavior within the IG as compared to the untreated WLC. Moreover, subsequent mediation analyses revealed that the reduction of procrastination was significantly mediated by the increase in general ER skills. The present results suggest that trainings which enhance general ER skills are an appropriate measure to reduce procrastination behavior among university students. The practical value of ER training interventions, particularly for student populations, is discussed.
AB - Procrastination remains an omnipresent phenomenon impeding especially students’ academic performance and well-being. Preliminary findings suggest that procrastination emerges due to dysfunctional emotion regulation efforts to regulate aversive emotions. This study’s objective was to clarify whether the enhancement of general adaptive emotion regulation skills reduces subsequent procrastination. For the purpose of this study, data from a two-armed randomized controlled trial (RCT) with (N = 148) university students, comprising an active intervention (IG) and a passive wait-list control (WLC) group, was collected. Participants of the intervention group were provided with an online emotion regulation training over a period of 9 weeks. The results showed that the enhancement of general emotion regulation skills significantly reduced subsequent procrastination behavior within the IG as compared to the untreated WLC. Moreover, subsequent mediation analyses revealed that the reduction of procrastination was significantly mediated by the increase in general ER skills. The present results suggest that trainings which enhance general ER skills are an appropriate measure to reduce procrastination behavior among university students. The practical value of ER training interventions, particularly for student populations, is discussed.
KW - Psychology
KW - overcoming
KW - procrastination
KW - emotion regulation
KW - emotion regulation skills training
KW - e-mental health intervention
KW - Procrastination
KW - stress intervention
UR - http://www.scopus.com/inward/record.url?scp=85128087144&partnerID=8YFLogxK
U2 - 10.3389/fpsyg.2022.780675
DO - 10.3389/fpsyg.2022.780675
M3 - Journal articles
C2 - 35391959
VL - 13
JO - Frontiers in Psychology
JF - Frontiers in Psychology
SN - 1664-1078
M1 - 780675
ER -