Overcoming procrastination? A meta-analysis of intervention studies
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Using notification-based stimuli to reduce academic procrastination in online learning processes can contribute to improving students' self-regulation skills.
“As a result, using notification-based stimuli to reduce academic procrastination in online learning processes can contribute to both improving students' self-regulation skills and increasing their participation in learning processes (McElroy & Lubich, 2013;van Eerde & Klingsieck, 2018).”
From You have a notification: the role of push notifications in shaping students’ engagement, self-regulation and academic procrastination (2025) · cites this paper as van Eerde & Klingsieck, 2018
Using notification-based stimuli to reduce academic procrastination in online learning processes can contribute to increasing students' participation in learning processes.
“As a result, using notification-based stimuli to reduce academic procrastination in online learning processes can contribute to both improving students' self-regulation skills and increasing their participation in learning processes (McElroy & Lubich, 2013;van Eerde & Klingsieck, 2018).”
From You have a notification: the role of push notifications in shaping students’ engagement, self-regulation and academic procrastination (2025) · cites this paper as van Eerde & Klingsieck, 2018
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“…programs train the self-management skill of students Frontiers in Psychology | www.frontiersin.org 3 November 2020 | Volume 11 | Article 540910 (for a summary, see van Eerde and Klingsieck, 2018), remedies should also be implemented on the level of study programs and the level of courses.”
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“As a result, using notification-based stimuli to reduce academic procrastination in online learning processes can contribute to both improving students’ self-regulation skills and increasing their participation in learning processes (McElroy & Lubich, 2013; van Eerde & Klingsieck, 2018).”
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- Authors
- van Eerde, W., & Klingsieck, K. B.
- Affiliations
- Paderborn University (DE)
- Venue
- Educational Research Review
- Publisher
- Elsevier BV
- Published
- 2018-11
- Volume
- 25
- Pages
- 73-85
- ISSN
- 1747-938X (ISSN-L)
- OpenAlex
- W2889988928
- Cited by
- 257
- References
- 91
- Citations by year
- 2026: 39 · 2025: 35 · 2024: 50 · 2023: 35 · 2022: 34 · 2021: 35 · 2020: 19 · 2019: 8 · 2018: 1 · 2017: 1
- FWCI
- 2.65
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Educational Research Review (publishedVersion)
- UvA-DARE (University of Amsterdam) (submittedVersion)
- Data Archiving and Networked Services (DANS) (submittedVersion)
- Topics
- Social Sciences › Psychology › Clinical Psychology › Perfectionism, Procrastination, Anxiety Studies
- Social Sciences › Psychology › Social Psychology › Grit, Self-Efficacy, and Motivation
- Social Sciences › Psychology › Developmental and Educational Psychology › Student Stress and Coping
- Keywords
- procrastination, procrastination interventions, cognitive behavioral therapy, self-regulation, strengths-based intervention, intervention effectiveness, follow-up outcomes, intervention duration
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