Learning Strategies and Procrastination as a Function of Need Satisfaction and Autonomous Motivation: A Diary Study

Autor/inn/en	M. Jamal Bakali Tahiri; And Athanasios Mouratidis
Titel	Learning Strategies and Procrastination as a Function of Need Satisfaction and Autonomous Motivation: A Diary Study
Quelle	In: European Journal of Education, 59 (2024) 3Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Zusatzinformation	ORCID (M. Jamal Bakali Tahiri)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-8211
DOI	10.1111/ejed.12645
Schlagwörter	Forschungsbericht; Self Determination; Learning Strategies; Psychological Needs; Prediction; Diaries; College Students; Student Attitudes; Learning Motivation; Study Habits; Correlation; Educational Environment; Critical Thinking; Learner Engagement + Suchen Sie Ihr Suchwort? Selbstbestimmung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Vorhersage; Diary; Tagebuch; Collegestudent; Schülerverhalten; Motivation for studies; Lernmotivation; Study behavior; Study behaviour; Studienverhalten; Korrelation; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Kritisches Denken
Abstract	Within the framework of Self-Determination Theory (SDT), basic psychological need satisfaction predicts quality of motivation which in turn predicts study efforts. Although studies focusing on interpersonal differences have repeatedly shown this sequence of relations, only a few have examined its stability at the intra-personal level. In this diary study, we recruited 141 university students (M[subscript age] = 20.80, SD = 2.20 years) to investigate the degree of confluence among week-to-week need satisfaction, quality of motivation, learning strategies, and procrastination for four weeks. Multilevel structural equation modelling showed that need satisfaction covaried positively with autonomous motivation. In turn, week-to-week autonomous motivation predicted positively week-to-week critical thinking and effort regulation and negatively procrastination. These relations emerged even after controlling for gender, age, and study hours per week. Further, contextual autonomous motivation predicted higher mean levels of critical thinking and effort regulation and lower ones of procrastination. Interestingly, a cross-level interaction supported the sensitivity hypothesis as the negative relation between need satisfaction and controlled motivation was only true among students who were high in contextual (pre-diary assessed) controlled motivation. These findings highlight the importance of contextual motivation and the need to establish academic environments that consistently satisfy students' psychological needs, thus promoting the quality of motivation and adaptive learning strategies. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2025/2/06