Multiple action options in the context of time: When exams approach, students study more and experience fewer motivational conflicts

Capelle JD, Grunschel C, Bachmann O, Knappe M, Fries S (2021)
Motivation and Emotion.

Zeitschriftenaufsatz | E-Veröff. vor dem Druck | Englisch
 
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Abstract / Bemerkung
University students' study motivation in a particular moment is shaped by contextual factors such as upcoming exams and conflicts between different action tendencies. We investigated how these two contextual factors are related. Based on the theoretical assumption that students' in-the-moment study motivation increases relative to their motivation for other activities as exams approach, we investigated how students' study activities and their experience of motivational action conflicts develop when exams come closer in time. Using the experience sampling method, we tracked the in-situ activities and conflict experience of 134 first-semester university students over one week and a total of 4995 measurement points just before exams. Multilevel logistic regression revealed that the probability to study increased by 13.9% and the probability to experience a motivational conflict decreased by 17.5% each day the exam came closer in time. Multilevel regression showed that motivational conflicts were more intense the closer the exam was in time. Students were generally less likely to experience conflicts while studying and experienced more intense conflicts when the conflicting activity was study related. We discuss that both multiple goals and the temporal distance of relevant events should be considered as relevant contexts shaping the situated motivation of university students.
Stichworte
Motivational conflict; Time; Experience sampling; Situated motivation; Exams
Erscheinungsjahr
2021
Zeitschriftentitel
Motivation and Emotion
ISSN
0146-7239
eISSN
1573-6644
Page URI
https://pub.uni-bielefeld.de/record/2959480

Zitieren

Capelle JD, Grunschel C, Bachmann O, Knappe M, Fries S. Multiple action options in the context of time: When exams approach, students study more and experience fewer motivational conflicts. Motivation and Emotion. 2021.
Capelle, J. D., Grunschel, C., Bachmann, O., Knappe, M., & Fries, S. (2021). Multiple action options in the context of time: When exams approach, students study more and experience fewer motivational conflicts. Motivation and Emotion. https://doi.org/10.1007/s11031-021-09912-3
Capelle, J. D., Grunschel, C., Bachmann, O., Knappe, M., and Fries, S. (2021). Multiple action options in the context of time: When exams approach, students study more and experience fewer motivational conflicts. Motivation and Emotion.
Capelle, J.D., et al., 2021. Multiple action options in the context of time: When exams approach, students study more and experience fewer motivational conflicts. Motivation and Emotion.
J.D. Capelle, et al., “Multiple action options in the context of time: When exams approach, students study more and experience fewer motivational conflicts”, Motivation and Emotion, 2021.
Capelle, J.D., Grunschel, C., Bachmann, O., Knappe, M., Fries, S.: Multiple action options in the context of time: When exams approach, students study more and experience fewer motivational conflicts. Motivation and Emotion. (2021).
Capelle, Jan Dirk, Grunschel, Carola, Bachmann, Olga, Knappe, Miriam, and Fries, Stefan. “Multiple action options in the context of time: When exams approach, students study more and experience fewer motivational conflicts”. Motivation and Emotion (2021).

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