The Effects of Self-Efficacy for Self-Regulated Learning and Motivational Context on Students' Perception of Temptation

• In Event: 44.079 - Factors Impacting Students' Self-Regulated Learning and Motivation

Abstract

Resisting temptation and maintaining motivation on tasks are essential for successful self-regulated learning. We examined motivational conflict that students experience when working on academic tasks in the face of an attractive alternative by studying different perceptions of temptation across time depending on self-regulation and motivational context. Study 1 examined whether perception of temptation changes across time depending on individual differences in self-regulation. High self-regulatory students’ perception of temptation decreased, while low self-regulatory students’ perception of temptation increased across time. Study 2 analyzed whether two motivational contexts, provision of autonomy and task value, could help students engage in the target task in the face of temptation. Both contexts helped students resist temptation, although the low self-regulatory group benefited more.

Authors

• Yeo-eun Kim, The Ohio State University - Columbus

• Jongho Shin, Seoul National University

• Shirley L. Yu, The Ohio State University