“I’ll Worry About It Tomorrow” – Fostering Emotion Regulation Skills to Overcome Procrastination

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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, Vol. 13, 780675, 22.03.2022.

Research output: Journal contributionsJournal articlesResearchpeer-review

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Schuenemann L, Scherenberg V, Eckert M, Salisch M. “I’ll Worry About It Tomorrow” – Fostering Emotion Regulation Skills to Overcome Procrastination. Frontiers in Psychology. 2022 Mar 22;13:780675. doi: 10.3389/fpsyg.2022.780675

Bibtex

@article{a6bfbb5b794947b4a3d9eaadc42a7501,
title = "“I{\textquoteright}ll Worry About It Tomorrow” – Fostering Emotion Regulation Skills to Overcome Procrastination",
abstract = "Procrastination remains an omnipresent phenomenon impeding especially students{\textquoteright} academic performance and well-being. Preliminary findings suggest that procrastination emerges due to dysfunctional emotion regulation efforts to regulate aversive emotions. This study{\textquoteright}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.",
keywords = "Psychology, overcoming, procrastination, emotion regulation, emotion regulation skills training, e-mental health intervention, Procrastination, stress intervention",
author = "Laura Schuenemann and Viviane Scherenberg and Marcus Eckert and Maria Salisch",
note = "Copyright {\textcopyright} 2022 Schuenemann, Scherenberg, von Salisch and Eckert.",
year = "2022",
month = mar,
day = "22",
doi = "10.3389/fpsyg.2022.780675",
language = "English",
volume = "13",
journal = "Frontiers in Psychology",
issn = "1664-1078",
publisher = "Frontiers Research Foundation",

}

RIS

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 -

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