Journal
ZEITSCHRIFT FUR ENTWICKLUNGSPSYCHOLOGIE UND PADAGOGISCHE PSYCHOLOGIE
Volume 51, Issue 4, Pages 228-242Publisher
HOGREFE VERLAG
DOI: 10.1026/0049-8637/a000226
Keywords
diary study; students' daily motivation; time-series analyses; self-regulated learning
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Intrinsic and extrinsic motivation are related to learning success and academic achievement of university students. Process models of self-regulated learning (SRL) suggest that daily academic motivation is affected by study satisfaction on the previous day. In this study, we conducted a secondary analysis of the data by Liborius et al. (2019), in which the study behavior of a total of 105 students was surveyed daily over 154 days (including both the lecture period and non-lecture period). We tested a mediation model, assuming that SRL components (planning, self-efficacy, time investment, concentration, effort, and procrastination) increase intrinsicmotivation and decrease extrinsic motivation on the next day through their effects on study satisfaction. The results showed the proposed mediation effects for all predictors except for planning. The study underlined the importance of investigating SRL and motivation on a daily level. Further, we showed that effects can vary between the lecture period and non-lecture period.
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