Eckerlein, Nicole ; Roth, Anne ; Engelschalk, Tobias ; Steuer, Gabriele ; Schmitz, Bernhard ; Dresel, Markus (2024)
The Role of Motivational Regulation in Exam Preparation: Results From a Standardized Diary Study.
In: Frontiers in Psychology, 2019, 10
doi: 10.26083/tuprints-00015750
Artikel, Zweitveröffentlichung, Verlagsversion
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Kurzbeschreibung (Abstract)
Previous studies have shown that the use of motivational regulation strategies has the potential to sustain invested effort and persistence in the learning process. Combining different methods (questionnaires and standardized diaries), the present study aimed to determine the role of motivational regulation in an exam preparation period. Motivational regulation is differentiated in a quantitative (extent of strategy use) and a qualitative (planning, implementing, monitoring, and correcting strategy use) aspect. One hundred and fifteen university students reported the quantity and quality of their motivational regulation strategy use in a pretest and kept a standardized learning diary focused on motivational difficulties and invested effort over a 14-day period just before an exam in their studies. Exam performance was assessed afterward. Results revealed positive effects of both aspects of motivational regulation on invested effort in exam preparation and exam performance. Moreover, a high quality of motivational regulation was associated with reduced negative effects of motivational difficulties on invested effort during studying—implying that motivational regulation can buffer against specific motivational problems occurring in the learning process.
| Typ des Eintrags: | Artikel |
|---|---|
| Erschienen: | 2024 |
| Autor(en): | Eckerlein, Nicole ; Roth, Anne ; Engelschalk, Tobias ; Steuer, Gabriele ; Schmitz, Bernhard ; Dresel, Markus |
| Art des Eintrags: | Zweitveröffentlichung |
| Titel: | The Role of Motivational Regulation in Exam Preparation: Results From a Standardized Diary Study |
| Sprache: | Englisch |
| Publikationsjahr: | 5 März 2024 |
| Ort: | Darmstadt |
| Publikationsdatum der Erstveröffentlichung: | 5 Februar 2019 |
| Ort der Erstveröffentlichung: | Lausanne |
| Verlag: | Frontiers Media S.A. |
| Titel der Zeitschrift, Zeitung oder Schriftenreihe: | Frontiers in Psychology |
| Jahrgang/Volume einer Zeitschrift: | 10 |
| Kollation: | 9 Seiten |
| DOI: | 10.26083/tuprints-00015750 |
| URL / URN: | https://tuprints.ulb.tu-darmstadt.de/15750 |
| Zugehörige Links: | |
| Herkunft: | Zweitveröffentlichung DeepGreen |
| Kurzbeschreibung (Abstract): | Previous studies have shown that the use of motivational regulation strategies has the potential to sustain invested effort and persistence in the learning process. Combining different methods (questionnaires and standardized diaries), the present study aimed to determine the role of motivational regulation in an exam preparation period. Motivational regulation is differentiated in a quantitative (extent of strategy use) and a qualitative (planning, implementing, monitoring, and correcting strategy use) aspect. One hundred and fifteen university students reported the quantity and quality of their motivational regulation strategy use in a pretest and kept a standardized learning diary focused on motivational difficulties and invested effort over a 14-day period just before an exam in their studies. Exam performance was assessed afterward. Results revealed positive effects of both aspects of motivational regulation on invested effort in exam preparation and exam performance. Moreover, a high quality of motivational regulation was associated with reduced negative effects of motivational difficulties on invested effort during studying—implying that motivational regulation can buffer against specific motivational problems occurring in the learning process. |
| Freie Schlagworte: | self-regulated learning, motivational regulation, quality of strategy use, standardized learning diary, higher education |
| ID-Nummer: | Artikel-ID: 81 |
| Status: | Verlagsversion |
| URN: | urn:nbn:de:tuda-tuprints-157506 |
| Zusätzliche Informationen: | Specialty section: This article was submitted to Educational Psychology, a section of the journal Frontiers in Psychology |
| Sachgruppe der Dewey Dezimalklassifikatin (DDC): | 100 Philosophie und Psychologie > 150 Psychologie |
| Fachbereich(e)/-gebiet(e): | 03 Fachbereich Humanwissenschaften 03 Fachbereich Humanwissenschaften > Institut für Psychologie |
| Hinterlegungsdatum: | 05 Mär 2024 13:39 |
| Letzte Änderung: | 06 Mär 2024 16:58 |
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| Suche nach Titel in: | TUfind oder in Google |
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