Exploring the within-person contemporaneous network of motivational engagement

Tamura, Ayame; Ishii, Ryo; Yagi, Ayano; Fukuzumi, Noriaki; Hatano, Aya; Sakaki, Michiko; Tanaka, Ayumi; Murayama, Kou

doi:10.1016/j.learninstruc.2022.101649

Cited by 6 publications

(5 citation statements)

References 89 publications

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“…Within-person fluctuations were observed in related motivation constructs. For example, in a 1-year longitudinal study by Tamura et al (2022), four postgraduate-level researchers were asked about key components in their motivational engagement process each evening. Within-person, day-to-day fluctuations were reported in both mastery-approach and performance-approach goals, as well as in mastery-avoidance and performance-avoidance goals.…”

Section: Autonomous Motivationmentioning

confidence: 99%

Week-to-week fluctuations in autonomous study motivation: Links to need fulfillment and affective well-being.

Sosin,

Kramer,

Neubauer

2024

Journal of Educational Psychology

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Autonomous motivation for self-set goals (pursuing goals for more intrinsic and less extrinsic reasons) has been linked to affective well-being. Using intensive longitudinal data, the present article examines the link between university students' autonomous study motivation with affective well-being and targets fulfillment of the basic psychological needs as a potential mediating factor of this association on the within-person and the between-person level. University students in Germany (N = 488) completed an online questionnaire once a week over up to two semesters, indicating their weekly study motivation, need fulfillment, and affective well-being. Multilevel structural equation models were employed to target (a) the structure of autonomous study motivation and (b) the associations of autonomous study motivation with need fulfillment and affective well-being. Autonomous study motivation was associated with students' positive and negative affect on both levels. In line with predictions by self-determination theory, multilevel mediation models suggested indirect effects via need fulfillment on both levels. Results highlight the central role of autonomous study motivation and need fulfillment in university students' socioemotional adjustment. A better understanding of this socioemotional adjustment of university students may be an important step for increasing overall study satisfaction and developing interventions to reduce study dropout. Educational Impact and Implications StatementThe reasons why students pursue their studies have been suggested to directly affect students' fulfillment of their basic psychological needs which in turn affects well-being. Results of this study are in line with this assertion and highlight that the reasons for pursuing one's studies may be crucial to better understand students' socioemotional adjustment. This is an important step toward maintaining and improving student mental health and developing interventions to reduce dropout and promote educational success in higher education.

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Section: Autonomous Motivationmentioning

confidence: 99%

Week-to-week fluctuations in autonomous study motivation: Links to need fulfillment and affective well-being.

Sosin,

Kramer,

Neubauer

2024

Journal of Educational Psychology

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“…This research responds to demands to explore emotions that game-based learning induces [6] and to clarify the relations between emotions and motivational constructs [51]. We extended previous research by examining epistemic emotions, emotions that influence how learners engage in cognitive activities and information processing, and their relation to le arners' flow experience, situational interest, and perceived satisfaction in a health literacy game.…”

Section: Discussionmentioning

confidence: 99%

Demystifying the Relations of Motivation and Emotions in Game-Based Learning

Kiili,

Juho,

Cloude

et al. 2023

IJSG

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Accumulating evidence indicates that game-based learning is emotionally engaging. However, little is known about the nature of emotions in game-based learning. We extended previous game-based learning research by examining epistemic emotions and their relations to motivational constructs. One-hundred-thirty-one (n=131) 15–18-year-old students played the Antidote COVID-19 game for 25 minutes. Data were collected on their epistemic emotions, flow experience, situational interest, and satisfaction that were measured after the game-playing session. Learners reported significantly higher intensity levels of positive epistemic emotions (excitement, surprise, and curiosity) than negative ones (boredom, anxiety, frustration, and confusion). The co-occurrence network analyses provided new insights into the relationships between motivational and emotional states, where high-intensity flow experience, situational interest, and satisfaction co-occurred the most often with positive epistemic emotions. Results also revealed that a high-intensity flow can be experienced without high levels of situational interest in the topic. That is, gameplay can engage learners even though the learning topic does not interest them. This highlights the importance of intrinsically integrating the learning content with core game mechanics, ensuring the processing of the learning content. The study demonstrated that epistemic emotions, flow experience, satisfaction, and situational interest reveal different qualities of game-based learning. The results suggest that at least flow, situational interest, and epistemic emotions should be measured to understand different dimensions of engagement in game-based learning. Overall, the study advances prior research by clarifying relationships between epistemic emotions and motivational constructs.

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“…Some previous studies have noted developmental differences in metacognitive accuracy (Palmer et al, 2014;Weil et al, 2013), and future research should examine whether our results are applicable to different age groups. Third, we only examined two aspects of motivation-engagement and enjoyment-but motivation is a multifaceted construct that consists of various elements (see Tamura et al, 2022). Future studies should examine the accuracy of metamotivation focusing on other elements in motivation.…”

Section: Discussionmentioning

confidence: 99%

People underestimate their capability to motivate themselves without performance-based extrinsic incentives

et al. 2022

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Research has shown that we are endowed with a remarkable capacity to motivate ourselves in the absence of extrinsic incentives (i.e. intrinsic motivation). However, little research has been conducted to investigate whether we accurately appreciate the power of intrinsic motivation. The current research aimed to examine the metacognitive accuracy of the extent to which people can motivate themselves without performance-based extrinsic incentives. Participants were presented with a relatively long and repetitive task without extrinsic incentives, and before doing the task, they were asked to predict their motivation on completion of the task. Across seven experiments using a variety of tasks with different populations from different countries, participants were consistently engaged in the task more actively than they predicted. When participants were provided with performance-based monetary rewards, however, this bias was diminished. These results indicate that we tend to underappreciate our capability to sustain our motivation without extrinsic incentives.

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Exploring the within-person contemporaneous network of motivational engagement

Cited by 6 publications

References 89 publications

Week-to-week fluctuations in autonomous study motivation: Links to need fulfillment and affective well-being.

Week-to-week fluctuations in autonomous study motivation: Links to need fulfillment and affective well-being.

Demystifying the Relations of Motivation and Emotions in Game-Based Learning

People underestimate their capability to motivate themselves without performance-based extrinsic incentives

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