Reference : Achievement motivation in students' everyday lives: Its relationship to momentary pos...
Scientific journals : Article
Social & behavioral sciences, psychology : Education & instruction
Educational Sciences
http://hdl.handle.net/10993/51453
Achievement motivation in students' everyday lives: Its relationship to momentary positive and negative activation and the moderating role of mindfulness
English
Grund, Axel mailto [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > LUCET >]
Galla, Brian []
Fries, Stefan []
Jun-2022
Learning and Individual Differences
Elsevier
97
102176
Yes
International
1041-6080
1873-3425
United Kingdom
[en] Fear of failure ; Hope of success ; Need for achievement ; Mindfulness ; Momentary affect
[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.
German Research Foundation
Researchers
http://hdl.handle.net/10993/51453
10.1016/j.lindif.2022.102176
https://doi.org/10.1016/j.lindif.2022.102176

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