Valence and motivation as predictors of student time use in everyday life: An experience sampling study.

Autor/inn/en	Koudela-Hamila, Susanne; Grund, Axel; Santangelo, Philip; Ebner-Priemer, Ulrich W.
Titel	Valence and motivation as predictors of student time use in everyday life: An experience sampling study. Gefälligkeitsübersetzung: Valenz und Motivation als Prädiktoren für die Zeitnutzung von Studierenden im Alltag: Eine Studie mit momentanen Erfahrungsstichproben.
Quelle	In: Frontiers in psychology, (2019) 10, 13 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1664-1078
DOI	10.3389/fpsyg.2019.01430
Schlagwörter	Datenerhebung; Arbeitsbelastung; Aufforderungscharakter; Leistungsmotivation; Lerngewohnheit; Lernmotivation; Natürliche Umwelt; Engagement; Produktive Arbeit; Zeitmanagement; Arbeitszeit; Soziale Unterstützung; Selbstkontrolle; Student
Abstract	Popular descriptions of studying frequency show remarkable discrepancies: students complain about their workload, and alumni describe freedom and pleasure. Unfortunately, empirical evidence on student time use is sparse. To investigate time use and reveal contributing psychological factors, we conducted an e-diary study. One hundred fifty-four students reported their time use and valence hourly over 7 days, both at the start of the semester and during their examination period. Motivational problems, social support and self-control were assessed once via questionnaires. Whereas the mean academic time use was in the expected range, the between-subject differences were substantial. We used multilevel modeling to separately analyze the within- and between-subject associations of valence as within factor and time use and social support, self-control, and motivation as between factors and time use. The analyses revealed the importance of affective factors on a within-subject level. Before studying, valence was already low, and it deteriorated further during studying. As expected at the between-subject level, motivational problems were related to less time studying, whereas surprisingly, self-control had no effect. The findings at the start of the semester were replicated in the examination period. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2025/3