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.
Highlights
Introduction and theoretical backgroundFor many students, entering university life is characterized by an unprecedented level of freedom to decide when to do what
The model suggests that the probability of an average student to study increases by 13.9% with each day the exam is closer in time
The model implies that the probability of the average student to experience a motivational conflict decreases by 17.5% with each day the exam is closer in time
Summary
For many students, entering university life is characterized by an unprecedented level of freedom to decide when to do what. While these freedoms have many advantages, they can be challenging. Study activities become more frequent the closer an upcoming exam is in time (e.g., Howell et al, 2006; Liborius et al, 2019; Taraban et al, 1999). Another challenge is the possibility to choose between multiple available action options
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