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
2022 • In Learning and Individual Differences, 97, p. 102176
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