Studying against your will: Motivational interference in action.

Autor/inn/en	Grund, Axel; Schmid, Sebastian; Fries, Stefan
Titel	Studying against your will: Motivational interference in action. Gefälligkeitsübersetzung: Gegen unseren Willen lernen: Motivationale Interferenz bei Handlungen.
Quelle	In: Contemporary educational psychology, (2015) 41, S. 209-217Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0361-476X; 1090-2384
DOI	10.1016/j.cedpsych.2015.03.003
Schlagwörter	Zufriedenheit; Schüler; Leistungsmotivation; Lernen; Lerngewohnheit; Lernmotivation; Motivation; Selbstgesteuertes Lernen; Engagement; Bachelor-Studiengang; Interferenz; Student
Abstract	Examined motivational conflicts and specific difficulties in self-regulated learning during daily studying activities. During an experience-sampling period of 7 days, 58 college students (mean age 24 years) used smartphones to record information on their daily activities, motivational conflicts, and momentary affect. Measures included the Short Scale of Positive and Negative Affect and Valence (PANAVA) and the Student Adaptation to College Questionnaires (SACQ). The Rubicon model of action phases provided an integrative framework of motivation, breaking down goal-directed behavior into action phases and delineating motivational and volitional processes. Results revealed that motivational conflict during studying is a frequent occurrence and most students struggle with it. Volitional strategies and interventions that foster students' capacities for self-control may not necessarily solve these self-regulation problems which are motivational in nature. Alternatively, setting and initiating goals that provide positive affect, and provide students with the opportunity to discover their true interests (identify implicit preferences) is the primary task for parents and educators. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3