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The Role of Motivational Regulation in Exam Preparation: Results From a Standardized Diary Study

Eckerlein, Nicole ; Roth, Anne ; Engelschalk, Tobias ; Steuer, Gabriele ; Schmitz, Bernhard ; Dresel, Markus (2024)
The Role of Motivational Regulation in Exam Preparation: Results From a Standardized Diary Study.
In: Frontiers in Psychology, 2019, 10
doi: 10.26083/tuprints-00015750
Article, Secondary publication, Publisher's Version

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Item Type: Article
Type of entry: Secondary publication
Title: The Role of Motivational Regulation in Exam Preparation: Results From a Standardized Diary Study
Language: English
Date: 5 March 2024
Place of Publication: Darmstadt
Year of primary publication: 5 February 2019
Place of primary publication: Lausanne
Publisher: Frontiers Media S.A.
Journal or Publication Title: Frontiers in Psychology
Volume of the journal: 10
Collation: 9 Seiten
DOI: 10.26083/tuprints-00015750
Corresponding Links:
Origin: Secondary publication DeepGreen
Abstract:

Previous studies have shown that the use of motivational regulation strategies has the potential to sustain invested effort and persistence in the learning process. Combining different methods (questionnaires and standardized diaries), the present study aimed to determine the role of motivational regulation in an exam preparation period. Motivational regulation is differentiated in a quantitative (extent of strategy use) and a qualitative (planning, implementing, monitoring, and correcting strategy use) aspect. One hundred and fifteen university students reported the quantity and quality of their motivational regulation strategy use in a pretest and kept a standardized learning diary focused on motivational difficulties and invested effort over a 14-day period just before an exam in their studies. Exam performance was assessed afterward. Results revealed positive effects of both aspects of motivational regulation on invested effort in exam preparation and exam performance. Moreover, a high quality of motivational regulation was associated with reduced negative effects of motivational difficulties on invested effort during studying—implying that motivational regulation can buffer against specific motivational problems occurring in the learning process.

Uncontrolled Keywords: self-regulated learning, motivational regulation, quality of strategy use, standardized learning diary, higher education
Identification Number: Artikel-ID: 81
Status: Publisher's Version
URN: urn:nbn:de:tuda-tuprints-157506
Additional Information:

Specialty section: This article was submitted to Educational Psychology, a section of the journal Frontiers in Psychology

Classification DDC: 100 Philosophy and psychology > 150 Psychology
Divisions: 03 Department of Human Sciences > Institute for Psychology
Date Deposited: 05 Mar 2024 13:39
Last Modified: 24 Jun 2024 14:08
SWORD Depositor: Deep Green
URI: https://tuprints.ulb.tu-darmstadt.de/id/eprint/15750
PPN: 519351711
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