University Students’ Daily Goal Motivation and Situational Academic Emotions: An Experience-Sampling Approach

• In Event: Poster Session 7
  In Poster Session: Division C Section 2a Poster Session 2: Motivational and Affective Processes

Abstract

We tested whether setting autonomous vs. controlled educational goals predicted students’ emotional experience while learning. University students (N=55) kept mobile phone diaries over 14 consecutive days. Our repeated measures diary data represent a hierarchical three-level structure, with situations (Level 1) nested within days (Level 2) nested within students (Level 3). The morning beeps were used to assess participants’ goal motivation and the three daytime beeps emotional experience. The results of multilevel models showed that on the day-level, setting self-determined educational goals was associated with more positive and controlled motivation with more negative emotional experience in everyday academic situations. Further, both kinds of goal motivation, autonomous and controlled, increased determination in students. Findings on the person-level mirrored the day-level results.

Authors

• Elina E. Ketonen, University of Helsinki

• Julia Dietrich, University of Jena

• Julia Moeller, Universität Erfurt

• Katariina Salmela-Aro, Cicero Learning, University of Helsinki

• Kirsti M. Lonka, University of Helsinki