The role of motivational regulation in exam preparation. Results from a standardized diary study.

Autor/inn/en	Eckerlein, Nicole; Roth, Anne; Engelschalk, Tobias; Steuer, Gabriele; Schmitz, Bernhard; Dresel, Markus
Titel	The role of motivational regulation in exam preparation. Results from a standardized diary study.
Quelle	In: Frontiers in psychology, 10 (2019) Art. 81, 9 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1664-1078
DOI	10.3389/fpsyg.2019.00081
Schlagwörter	Fragebogen; Fragebogenerhebung; Tagebuch; Motivationsforschung; Motivationsförderung; Motivationsstörung; Motivation; Planung; Strategie; Student; Tagebuch; Universität; Hochschule; Prüfungsvorbereitung; Fragebogen; Studentin; Hochschulbildung; Prüfungsanforderung; Planung; Prüfungsanforderung; Prüfungsvorbereitung; Lernprozess; Motivation; Lernmethode; Lerntagebuch; Hochschulbildung; Universität; Hochschule; Strategie; Umsetzung; Student; Studentin
Abstract	Previous studies have shown that the use of motivational regulation strategies has the potential to sustain invested effort and persistence in the learning process. Combining different methods (questionnaires and standardized diaries), the present study aimed to determine the role of motivational regulation in an exam preparation period. Motivational regulation is differentiated in a quantitative (extent of strategy use) and a qualitative (planning, implementing, monitoring, and correcting strategy use) aspect. One hundred and fifteen university students reported the quantity and quality of their motivational regulation strategy use in a pretest and kept a standardized learning diary focused on motivational difficulties and invested effort over a 14-day period just before an exam in their studies. Exam performance was assessed afterward. Results revealed positive effects of both aspects of motivational regulation on invested effort in exam preparation and exam performance. Moreover, a high quality of motivational regulation was associated with reduced negative effects of motivational difficulties on invested effort during studying-implying that motivational regulation can buffer against specific motivational problems occurring in the learning process. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2022/2