Daily affective-motivational experiences during exam preparation: Feedback loops, stability, and change over time.

Autor/inn/en	Berweger, Belinda; Breitwieser, Jasmin; Kracke, Bärbel; Brod, Garvin; Dietrich, Julia
Titel	Daily affective-motivational experiences during exam preparation: Feedback loops, stability, and change over time. Gefälligkeitsübersetzung: Tägliche affektiv-motivationale Erfahrungen während der Prüfungsvorbereitung: Rückkopplungsschleifen, Stabilität und Veränderung im Zeitverlauf.
Quelle	In: The journal of educational psychology, 118 (2025) 4, S. 577-593Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1939-2176
DOI	10.1037/edu0000990
Schlagwörter	Emotion; Kognitiver Prozess; Stolz; Ärger; Langeweile; Selbstgesteuertes Lernen; Humanmedizin; Glück; Bewertung; Zielsetzung; Student
Abstract	Drawing on Zimmerman's process model of self-regulated learning and Pekrun's control-value theory of achievement emotions, this study examined the dynamic interplay between motivational and emotional states during a 40-day exam preparation period among 322 university medical students. Before each learning session, participants reported their daily learning goals and corresponding cognitive appraisals (i.e., perceived importance, attainability, and self-efficacy). Emotional states (joy, pride, anxiety, anger, boredom) were assessed both before and after studying. Using intensive longitudinal data, we applied dynamic structural equation modeling to examine reciprocal feedback loops within and between learning sessions (pre-post, post-pre). In addition, we assessed intraindividual stability and fluctuations over time using dynamic measures (autoregression, root mean square of successive differences, standard deviation) computed for two supplementary day-to-day intervals (pre?pre, post?post). The results revealed both positive and negative feedback loops. For example, higher appraisals before studying predicted more positive emotions after studying, which in turn were associated with more favorable appraisals the next day. Emotional states differed in their patterns of temporal dynamics: anxiety and boredom were overall more stable and less variable (higher autoregression, lower root mean square of successive differences), whereas anger, joy, and pride showed greater fluctuations. Motivational states (i.e., appraisals of daily learning goals) showed generally more stable patterns over time than emotional states. This study contributes to a more fine-grained understanding of self-regulated learning and emotional functioning in academic contexts. In contrast to previous research relying on long-term cross-lagged models, our findings offer short-term, process-oriented insights into the dynamics of motivation and emotion during learning. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3