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

Autor/inn/en	Capelle, Jan Dirk; Grunschel, Carola; Bachmann, Olga; Knappe, Miriam; Fries, Stefan
Titel	Multiple action options in the context of time: When exams approach, students study more and experience fewer motivational conflicts. Gefälligkeitsübersetzung: Mehrere Handlungsoptionen im Kontext der Zeit: Wenn die Prüfungen näher rücken, lernen Studierende mehr und erleben weniger motivationale Konflikte.
Quelle	In: Motivation and emotion, 46 (2022) 1, S. 16-37 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0146-7239; 1573-6644
DOI	10.1007/s11031-021-09912-3
Schlagwörter	Prüfung; Leistungsmotivation; Lernen; Lernmotivation; Motivation; Berufliche Qualifikation; Bachelor-Studiengang; Zeit; Interessenkonflikt; Student
Abstract	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. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2024/3