{"title":"Daily Fluctuations in Motivation","authors":"Henrik Bellhäuser, Björn Mattes, Patrick Liborius","doi":"10.1026/0049-8637/a000226","DOIUrl":null,"url":null,"abstract":"Abstract. Intrinsic and extrinsic motivation are related to learning success and academic achievement of university students. Process models of self-regulated learning (SRL) suggest that daily academic motivation is affected by study satisfaction on the previous day. In this study, we conducted a secondary analysis of the data by Liborius et al. (2019) , in which the study behavior of a total of 105 students was surveyed daily over 154 days (including both the lecture period and non-lecture period). We tested a mediation model, assuming that SRL components (planning, self-efficacy, time investment, concentration, effort, and procrastination) increase intrinsic motivation and decrease extrinsic motivation on the next day through their effects on study satisfaction. The results showed the proposed mediation effects for all predictors except for planning. The study underlined the importance of investigating SRL and motivation on a daily level. Further, we showed that effects can vary between the lecture period and non-lecture period.","PeriodicalId":45028,"journal":{"name":"Zeitschrift Fur Entwicklungspsychologie Und Padagogische Psychologie","volume":null,"pages":null},"PeriodicalIF":1.5000,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"7","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Zeitschrift Fur Entwicklungspsychologie Und Padagogische Psychologie","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1026/0049-8637/a000226","RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"PSYCHOLOGY, EDUCATIONAL","Score":null,"Total":0}
引用次数: 7
Abstract
Abstract. Intrinsic and extrinsic motivation are related to learning success and academic achievement of university students. Process models of self-regulated learning (SRL) suggest that daily academic motivation is affected by study satisfaction on the previous day. In this study, we conducted a secondary analysis of the data by Liborius et al. (2019) , in which the study behavior of a total of 105 students was surveyed daily over 154 days (including both the lecture period and non-lecture period). We tested a mediation model, assuming that SRL components (planning, self-efficacy, time investment, concentration, effort, and procrastination) increase intrinsic motivation and decrease extrinsic motivation on the next day through their effects on study satisfaction. The results showed the proposed mediation effects for all predictors except for planning. The study underlined the importance of investigating SRL and motivation on a daily level. Further, we showed that effects can vary between the lecture period and non-lecture period.
摘要内在动机和外在动机都与大学生的学习成功和学业成就有关。自我调节学习的过程模型表明，每天的学习动机受到前一天学习满意度的影响。在本研究中，我们对Liborius et al.(2019)的数据进行了二次分析，在154天的时间里(包括授课期间和非授课期间)，每天对105名学生的学习行为进行调查。我们检验了一个中介模型，假设SRL成分(计划、自我效能、时间投入、专注、努力和拖延)通过对学习满意度的影响，增加了第二天的内在动机，减少了外在动机。结果表明，除计划外，所有预测因子均具有中介效应。这项研究强调了在日常水平上调查SRL和动机的重要性。此外，我们还表明，在讲座期间和非讲座期间，效果可能会有所不同。
京公网安备 11010802042870号
京ICP备2023020795号-1
分享
求助内容：
应助结果提醒方式：
扫码关注我们
