Article (Scientific journals)
Achievement motivation in students' everyday lives: Its relationship to momentary positive and negative activation and the moderating role of mindfulness
Grund, Axel; Galla, Brian; Fries, Stefan
2022In Learning and Individual Differences, 97, p. 102176
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Keywords :
Fear of failure; Hope of success; Need for achievement; Mindfulness; Momentary affect
Abstract :
[en] In achievement motive theory, need for achievement is conceptualized as an explanatory variable that triggers certain experiences and behaviors spontaneously. Experience sampling should therefore be an ideal approach for capturing such motive-specific affective contingencies. However, given that not all students seem to be aware of their underlying motives, the link between self-reported need for achievement and daily experiences may depend on their mindfulness level. In a sample of university students (N = 107), self-reported fear of failure predicted momentary negative activation across activity contexts in everyday life. In addition, hope of success predicted positive activation in more mindful students and in nonroutine situations (e.g., studying, working, or leisure time). Together, these findings are a first step toward illuminating the phenomenological and excitatory nature of need for achievement in students' everyday lives and illustrate the necessity of noticing motive-specific cues in order to integrate them into the explicit motivational self-concept.
Disciplines :
Education & instruction
Author, co-author :
Grund, Axel  ;  University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > LUCET
Galla, Brian
Fries, Stefan
External co-authors :
yes
Language :
English
Title :
Achievement motivation in students' everyday lives: Its relationship to momentary positive and negative activation and the moderating role of mindfulness
Publication date :
June 2022
Journal title :
Learning and Individual Differences
ISSN :
1873-3425
Publisher :
Elsevier, United Kingdom
Volume :
97
Pages :
102176
Peer reviewed :
Peer Reviewed verified by ORBi
Focus Area :
Educational Sciences
Funders :
DFG - Deutsche Forschungsgemeinschaft [DE]
Available on ORBilu :
since 29 June 2022

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