Reference : Valence and Motivation as Predictors of Student Time Use in Everyday Life: An Experie...
Scientific journals : Article
Social & behavioral sciences, psychology : Education & instruction
Educational Sciences
http://hdl.handle.net/10993/43065
Valence and Motivation as Predictors of Student Time Use in Everyday Life: An Experience Sampling Study
-
Koudela-Hamila, Susanne [Karlsruhe Inst Technol, Dept Appl Psychol, Karlsruhe, Germany.]
Grund, Axel mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Luxembourg Centre for Educational Testing (LUCET)]
Santangelo, Philip [Karlsruhe Inst Technol, Dept Appl Psychol, Karlsruhe, Germany.]
Ebner-Priemer, Ulrich W. [Karlsruhe Inst Technol, Dept Appl Psychol, Karlsruhe, Germany.]
2019
FRONTIERS IN PSYCHOLOGY
Frontiers Media Sa
10
1430-13
Yes (verified by ORBilu)
1664-1078
Lausanne
[en] time use ; students ; electronic diary ; experience sampling method ; valence
[en] Popular descriptions of studying frequency show remarkable discrepancies: students complain about their workload, and alumni describe freedom and pleasure. Unfortunately, empirical evidence on student time use is sparse. To investigate time use and reveal contributing psychological factors, we conducted an e-diary study. One hundred fifty-four students reported their time use and valence hourly over 7 days, both at the start of the semester and during their examination period. Motivational problems, social support and self-control were assessed once via questionnaires. Whereas the mean academic time use was in the expected range, the between-subject differences were substantial. We used multilevel modeling to separately analyze the within- and between-subject associations of valence as within factor and time use and social support, self-control, and motivation as between factors and time use. The analyses revealed the importance of affective factors on a within-subject level. Before studying, valence was already low, and it deteriorated further during studying. As expected at the between-subject level, motivational problems were related to less time studying, whereas surprisingly, self-control had no effect. The findings at the start of the semester were replicated in the examination period.
Researchers
http://hdl.handle.net/10993/43065
10.3389/fpsyg.2019.01430

File(s) associated to this reference

Fulltext file(s):

FileCommentaryVersionSizeAccess
Limited access
Koudela et al_2019_Frontiers.pdfPublisher postprint296.09 kBRequest a copy

Bookmark and Share SFX Query

All documents in ORBilu are protected by a user license.