Stefan Frie
Biographic Data
| ID | 3655042 |
|---|---|
| NAME | Stefan Frie |
| GIVEN NAMES | Stefan |
| FAMILY NAME | Frie |
| SIGNATURE | FRIE S |
| AFFILIATIONS | Bielefeld University |
| ORCID | 0000-0002-3296-9639 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 12 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
On the development of motivational regulation strategy knowledge and its longitudinal relationship with academic procrastination over the course of study
Relationship between the intraindividual interplay of negative and positive exam-related emotions and the behavioral-emotional dimensions of academic procrastination
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 p…
Vicious and virtuous relationships between procrastination and emotions
Although cross-sectional studies depict (negative) emotions as both antecedents and consequences of trait procrastination, longitudinal studies examining reciprocal relationships between procrastination and emotions are scant. Yet, investigating reciprocal relationships between procrastination and emotions within long-term frameworks can shed light on the mechanisms underlying these relationships. Additionally, the role of positive emotions conce…
The power of instructional quality, structure, and autonomy support to predict students’ perceived competence
Mindfulness in everyday life
Mindfulness has shown beneficial relationships with well-being and self-regulation. We aim to improve the understanding of the effects of between- and within-person differences in mindfulness when dealing with situations of motivational conflict. For this purpose, we conducted an experience sampling study with 56 university students who replied to a total of N = 1889 short questionnaires, which they received via their smartphones over a period of…
University students’ profiles of burnout symptoms amid the Covid-19 pandemic in Germany and their relation to concurrent study behavior and experiences
A longitudinal analysis of the reciprocal relationship between academic procrastination, study satisfaction, and dropout intentions in higher education
Student dropout is a multi-causal process. Different theoretical models on student dropout consider dysfunctional study behavior (e.g., academic procrastination) and low study satisfaction as possible determinants of students’ dropout intentions during their university studies. However, these models neglect contemporary conceptualizations that assume reverse relationships between dropout intentions and other determinants of the dropout process. U…
The long arm of work
Investigating the effect of academic procrastination on the frequency and variety of academic misconduct
In prior studies, academic procrastination has been discussed as an influencing factor of academic misconduct. However, empirical studies were conducted solely cross-sectionally and investigated only a few forms of academic misconduct. This large scale web-based study examined the responses of between 1359 and 2207 participants from different academic disciplines at four German universities to address the effect of academic procrastination on sev…
Academic Procrastination
Reciprocal relationships between value orientation and motivational interference during studying and leisure
Background. Motivational interference is defined as the amount of impairment in a target activity due to the incentives of a non‐chosen attractive alternative. The amount to which pupils experience motivational interference while studying or while performing a leisure activity in a school–leisure conflict situation is seen as depending on the values they attach to achievement and well‐being. At the same time, values may also be effects of frequen…
Individual values, learning routines and academic procrastination
Background. Academic procrastination, the tendency to postpone learning activities, is regarded as a consequence of postmodern values that are prominent in post-industrialized societies. When students strive for leisure goals and have no structured routines for academic tasks, delaying strenuous learning activities becomes probable.Aims. The model tested in this study posits that postmodern value orientations are positively related to procrastina…
Investigating the effect of academic procrastination on the frequency and variety of academic misconduct
In prior studies, academic procrastination has been discussed as an influencing factor of academic misconduct. However, empirical studies were conducted solely cross-sectionally and investigated only a few forms of academic misconduct. This large scale web-based study examined the responses of between 1359 and 2207 participants from different academic disciplines at four German universities to address the effect of academic procrastination on sev…
Individual values, learning routines and academic procrastination
Background. Academic procrastination, the tendency to postpone learning activities, is regarded as a consequence of postmodern values that are prominent in post-industrialized societies. When students strive for leisure goals and have no structured routines for academic tasks, delaying strenuous learning activities becomes probable.Aims. The model tested in this study posits that postmodern value orientations are positively related to procrastina…
The long arm of work
Reciprocal relationships between value orientation and motivational interference during studying and leisure
Background. Motivational interference is defined as the amount of impairment in a target activity due to the incentives of a non‐chosen attractive alternative. The amount to which pupils experience motivational interference while studying or while performing a leisure activity in a school–leisure conflict situation is seen as depending on the values they attach to achievement and well‐being. At the same time, values may also be effects of frequen…
Individual values, learning routines and academic procrastination
Background. Academic procrastination, the tendency to postpone learning activities, is regarded as a consequence of postmodern values that are prominent in post-industrialized societies. When students strive for leisure goals and have no structured routines for academic tasks, delaying strenuous learning activities becomes probable.Aims. The model tested in this study posits that postmodern value orientations are positively related to procrastina…
Reciprocal relationships between value orientation and motivational interference during studying and leisure
Background. Motivational interference is defined as the amount of impairment in a target activity due to the incentives of a non‐chosen attractive alternative. The amount to which pupils experience motivational interference while studying or while performing a leisure activity in a school–leisure conflict situation is seen as depending on the values they attach to achievement and well‐being. At the same time, values may also be effects of frequen…
Academic Procrastination
Investigating the effect of academic procrastination on the frequency and variety of academic misconduct
In prior studies, academic procrastination has been discussed as an influencing factor of academic misconduct. However, empirical studies were conducted solely cross-sectionally and investigated only a few forms of academic misconduct. This large scale web-based study examined the responses of between 1359 and 2207 participants from different academic disciplines at four German universities to address the effect of academic procrastination on sev…
The long arm of work
Mindfulness in everyday life
Mindfulness has shown beneficial relationships with well-being and self-regulation. We aim to improve the understanding of the effects of between- and within-person differences in mindfulness when dealing with situations of motivational conflict. For this purpose, we conducted an experience sampling study with 56 university students who replied to a total of N = 1889 short questionnaires, which they received via their smartphones over a period of…
University students’ profiles of burnout symptoms amid the Covid-19 pandemic in Germany and their relation to concurrent study behavior and experiences
A longitudinal analysis of the reciprocal relationship between academic procrastination, study satisfaction, and dropout intentions in higher education
Student dropout is a multi-causal process. Different theoretical models on student dropout consider dysfunctional study behavior (e.g., academic procrastination) and low study satisfaction as possible determinants of students’ dropout intentions during their university studies. However, these models neglect contemporary conceptualizations that assume reverse relationships between dropout intentions and other determinants of the dropout process. U…
The power of instructional quality, structure, and autonomy support to predict students’ perceived competence
Relationship between the intraindividual interplay of negative and positive exam-related emotions and the behavioral-emotional dimensions of academic procrastination
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 p…
Vicious and virtuous relationships between procrastination and emotions
Although cross-sectional studies depict (negative) emotions as both antecedents and consequences of trait procrastination, longitudinal studies examining reciprocal relationships between procrastination and emotions are scant. Yet, investigating reciprocal relationships between procrastination and emotions within long-term frameworks can shed light on the mechanisms underlying these relationships. Additionally, the role of positive emotions conce…
On the development of motivational regulation strategy knowledge and its longitudinal relationship with academic procrastination over the course of study
Psychology (11 works) · Social Psychology (11 works) · Perfectionism, Procrastination, Anxiety Studies (8 works) · Procrastination (8 works) · Developmental psychology (7 works) · Education, Achievement, and Giftedness (5 works) · Clinical Psychology (3 works) · Mathematics education (3 works) · Reciprocal (3 works) · Social Psychology (3 works)