Fostering self-regulation to overcome academic procrastination using interactive ambulatory assessment

Interactive ambulatory assessment (IAA) provides a new approach to investigate and promote self-regulation directly in a student's daily learning routine. A total of 89 students were randomly assigned to the intervention (IG, n = 43) and control group (CG, n = 46). During preparation for an academic deadline, all participants answered questions related to their learning behaviors; the questions were presented daily via electronic diaries. The smartphones of the IG were additionally equipped with intervening features for overcoming procrastination. The IG participants were provided automated, individualized feedback daily regarding their learning behaviors and procrastination tendencies. Additionally, they received suggestions related to strategies to foster self-regulation based on their individual reasons for procrastination. Multilevel model analyses revealed decreased procrastination and increased completed workload for the IG compared to the CG. In a follow-up measurement during the preparation for a second deadline, the IG maintained these positive effects and increased the effectiveness of its study time.