Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/6834
Title: Emotion-Oriented Reflection During Academic Writing: A Contrasting Case Analysis of a High and a Low Procrastinator
Authors: Eberle, Julia
Rummel, Nikol
Keywords: Learning and Identity
Issue Date: Jun-2020
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Eberle, J. & Rummel, N. (2020). Emotion-Oriented Reflection During Academic Writing: A Contrasting Case Analysis of a High and a Low Procrastinator. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 2 (pp. 925-926). Nashville, Tennessee: International Society of the Learning Sciences.
Abstract: Academic writing is a core learning task in the social sciences and humanities. At the same time, academic writing is prone to procrastination. In this paper, we compare how a low trait procrastinator and a high trait procrastinator differ in their affective results and reported procrastination behavior during their first collaborative academic writing process. Focusing on two cases, we investigate how they self-reflect about their academic writing process. We find that the high procrastinators have a more negative affect and report more procrastination behavior. In general, the academic writing process comes for both cases with similar emotional experiences and difficulties. However, we find that the low procrastinator reflects more elaborate, especially regarding emotions during the process, coping strategies for dealing with difficulties, and the role of collaboration partners and social aspects. This detailed analysis may help to develop specific support tools for students to avoid unpleasant emotions that may start a vicious cycle of procrastination behavior in academic writing.
URI: https://doi.dx.org/10.22318/icls2020.925
https://repository.isls.org//handle/1/6834
Appears in Collections:ICLS 2020

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