Daily Fluctuations in Motivation

Published on Oct 1, 2019in Zeitschrift Fur Entwicklungspsychologie Und Padagogische Psychologie
· DOI :10.1026/0049-8637/A000226
Henrik Bellhäuser5
Estimated H-index: 5
(University of Mainz),
Björn Mattes1
Estimated H-index: 1
(Technische Universität Darmstadt),
Patrick Liborius1
Estimated H-index: 1
Sources
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 acad...
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Abstract. Previous research indicates that socially prescribed perfectionism (SPP) and self-oriented perfectionism (SOP) are associated with extrinsic and intrinsic motivation, respectively. Howeve...
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In order to consider the relation between interest and curiosity, we first review various points of view on this issue, and discuss the scientific importance of making a distinction between the two concepts. Next, we explain that interest defined as a psychological state and as a cognitive and motivational variable can be supported to develop. Furthermore, the content-specific development of interest provides a different type of information search than curiosity, defined as the motivation to clo...
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Theoretical approaches and empirical research suggest a decline in the levels of motivational variables and self-esteem among students during the school career. However, precise statements about th...
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Abstract Online learning poses major challenges on students' self-regulated learning. This study investigated the role of learning strategies and individual differences in cognitive abilities, high school GPA and conscientiousness for successful online learning. We used longitudinal log-file data to examine learning strategies of a large cohort (N = 424) of university students taking an online class. Distributed learning, the use of self-tests and a better high school GPA was associated with bet...
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Abstract The present study examines antecedents of university students' academic emotions (Pekrun, Goetz, Titz, & Perry, 2002) in the context of self-determination theory (SDT; Deci & Ryan, 1985; 2000), using real-time assessment and intra-individual analyses. We investigated whether daily autonomous and controlled-motivated educational goals predicted students' academic emotions. University students (N = 55) completed smartphone diaries over 14 consecutive days. The two-week intensive longitudi...
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Abstract University students often claim to have problems managing the time required to carry out their study demands successfully, which leads to discontent. The question is how much time do students really invest in their studies, what changes occur in time investment over a full academic term, and finally, how is study time related with students' daily study satisfaction? Daily time-series data taken from 105 university students over 154 days were analyzed by means of process analysis techniq...
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ABSTRACTA common finding in the area of motivation and psychological well-being is that internally motivated individuals exhibit greater levels of happiness than externally motivated individuals. In this paper we answer the question of whether internally or seemingly externally motivated students report higher levels of satisfaction than individuals who are conflicted in their motivations or are amotivated. We show that both seemingly externally motivated individuals and internally motivated ind...
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This diary study provided the first classroom-based empirical test of the relations between student perceptions of high school science teachers’ various autonomy supporting and thwarting practices and students’ motivation and engagement on a daily basis over the course of an instructional unit. Perceived autonomy supporting practices were hypothesized to predict autonomous motivation and engagement outcomes, while perceived autonomy thwarting practices were hypothesized to predict controlled mot...
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Cited By1
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#1Maria Theobald (Leibniz Association)H-Index: 2
#2Henrik Bellhäuser (University of Mainz)H-Index: 5
Last. Matthias Nückles (University of Freiburg)H-Index: 22
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