Reference : Interfered by unaccomplished academic tasks: The role of success expectations
Scientific journals : Article
Social & behavioral sciences, psychology : Education & instruction
http://hdl.handle.net/10993/48174
Interfered by unaccomplished academic tasks: The role of success expectations
English
Brassler, Nina []
Grund, Axel mailto [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > LUCET >]
Dedic, Maid []
Wilmer, Eva []
Fries, Stefan []
2021
Learning and Motivation
Elsevier
76
Yes (verified by ORBilu)
International
0023-9690
1095-9122
Atlanta
GE
[en] Motivational inteference ; Success expectations ; Opportunity costs
[en] Characteristics of concurring action alternatives can influence the experience and behavior in a
focal action. In two scenario studies we investigated the role of success expectancies of an
unaccomplished academic task as a relevant motivational characteristic to explain the experience
and behavior during a focal leisure activity. Students imagined themselves in scenarios which
were experimentally manipulated by varying the presence of a motivational conflict and the
description of the concurring action. They anticipated what they would experience in these situations. Results indicate that students experience more impairments in situations of motivational
conflict than when there is no conflict. Even more important, when success expectancies for the
unaccomplished academic task were described as low, the anticipated impairments were higher
than when expectations were described as high. Influencing expectations is discussed as one
starting point for handling negative consequences of motivational conflicts due to academic tasks.
Researchers
http://hdl.handle.net/10993/48174
10.1016/j.lmot.2021.101763
https://doi.org/10.1016/j.lmot.2021.101763

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