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Which Students Benefit Most from an Intervention Aimed at Reducing Academic Procrastination?

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Title: Which Students Benefit Most from an Intervention Aimed at Reducing Academic Procrastination?
Language: English
Authors: Baars, Gerard J. A. (ORCID 0000-0003-3246-1883), Schmidt, Henk G., Hermus, Peter, van der Molen, Henk T., Arnold, Ivo J. M., Smeets, Guus (ORCID 0000-0003-4871-8129)
Source: European Journal of Higher Education. 2023 13(3):273-291.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 19
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Intervention, Time Management, Time to Degree, Educational Benefits, Graduation Rate, Study Habits, Dropout Rate, Gender Differences, Performance, Expectation, College Freshmen, College Students, Graduation
Geographic Terms: Netherlands
DOI: 10.1080/21568235.2021.1999294
ISSN: 2156-8235
2156-8243
Abstract: In higher education, many students do not complete their studies within the term allotted. A Dutch university implemented an intervention aimed to reduce this form of academic procrastination. The intervention consisted of three measures: (1) requiring students to acquire all first-year credits within their first year in university, (2) reducing the number of resits, and (3) introducing compensation opportunities for insufficient grades. In this study, we investigated which groups of students (if any) benefited most from this intervention. We divided 29,629 students entering the university between 2009 and 2015 into subgroups based on their gender, ethnic background, and level of achievement during pre-university education. For each subgroup, we determined both first-year completion and three-year bachelor graduation rates, both before and after the introduction of the intervention. It was demonstrated that almost all subgroups profited from the intervention. Particularly students from subgroups that in the past performed less well showed much better first-year completion rates and much lower study delay rates. Dropout rates did not change significantly. For most subgroups, an effect of the intervention was still visible after three years: Three-year graduation rates were higher, although the effect was smaller than completion rates in the first academic year.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1394947
Database: ERIC
FullText Text:
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PubType: Academic Journal
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  Data: Which Students Benefit Most from an Intervention Aimed at Reducing Academic Procrastination?
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  Data: <searchLink fieldCode="AR" term="%22Baars%2C+Gerard+J%2E+A%2E%22">Baars, Gerard J. A.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-3246-1883">0000-0003-3246-1883</externalLink>)<br /><searchLink fieldCode="AR" term="%22Schmidt%2C+Henk+G%2E%22">Schmidt, Henk G.</searchLink><br /><searchLink fieldCode="AR" term="%22Hermus%2C+Peter%22">Hermus, Peter</searchLink><br /><searchLink fieldCode="AR" term="%22van+der+Molen%2C+Henk+T%2E%22">van der Molen, Henk T.</searchLink><br /><searchLink fieldCode="AR" term="%22Arnold%2C+Ivo+J%2E+M%2E%22">Arnold, Ivo J. M.</searchLink><br /><searchLink fieldCode="AR" term="%22Smeets%2C+Guus%22">Smeets, Guus</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-4871-8129">0000-0003-4871-8129</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Higher+Education%22"><i>European Journal of Higher Education</i></searchLink>. 2023 13(3):273-291.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 19
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Time+Management%22">Time Management</searchLink><br /><searchLink fieldCode="DE" term="%22Time+to+Degree%22">Time to Degree</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Benefits%22">Educational Benefits</searchLink><br /><searchLink fieldCode="DE" term="%22Graduation+Rate%22">Graduation Rate</searchLink><br /><searchLink fieldCode="DE" term="%22Study+Habits%22">Study Habits</searchLink><br /><searchLink fieldCode="DE" term="%22Dropout+Rate%22">Dropout Rate</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Performance%22">Performance</searchLink><br /><searchLink fieldCode="DE" term="%22Expectation%22">Expectation</searchLink><br /><searchLink fieldCode="DE" term="%22College+Freshmen%22">College Freshmen</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Graduation%22">Graduation</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Netherlands%22">Netherlands</searchLink>
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  Data: 10.1080/21568235.2021.1999294
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  Data: 2156-8235<br />2156-8243
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  Data: In higher education, many students do not complete their studies within the term allotted. A Dutch university implemented an intervention aimed to reduce this form of academic procrastination. The intervention consisted of three measures: (1) requiring students to acquire all first-year credits within their first year in university, (2) reducing the number of resits, and (3) introducing compensation opportunities for insufficient grades. In this study, we investigated which groups of students (if any) benefited most from this intervention. We divided 29,629 students entering the university between 2009 and 2015 into subgroups based on their gender, ethnic background, and level of achievement during pre-university education. For each subgroup, we determined both first-year completion and three-year bachelor graduation rates, both before and after the introduction of the intervention. It was demonstrated that almost all subgroups profited from the intervention. Particularly students from subgroups that in the past performed less well showed much better first-year completion rates and much lower study delay rates. Dropout rates did not change significantly. For most subgroups, an effect of the intervention was still visible after three years: Three-year graduation rates were higher, although the effect was smaller than completion rates in the first academic year.
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  Data: 2023
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  Data: EJ1394947
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        Value: 10.1080/21568235.2021.1999294
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
        StartPage: 273
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Time Management
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      – SubjectFull: Time to Degree
        Type: general
      – SubjectFull: Educational Benefits
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      – SubjectFull: Graduation Rate
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      – SubjectFull: Study Habits
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      – SubjectFull: Dropout Rate
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      – SubjectFull: Gender Differences
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      – SubjectFull: Performance
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      – SubjectFull: Expectation
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      – SubjectFull: College Freshmen
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      – SubjectFull: College Students
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      – SubjectFull: Graduation
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      – SubjectFull: Netherlands
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      – TitleFull: Which Students Benefit Most from an Intervention Aimed at Reducing Academic Procrastination?
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