Situational Judgement Test

Steuer, Gabriele; Engelschalk, Tobias; Eckerlein, Nicole; Dresel, Markus

doi:10.1037/t74142-000

Cited by 1 publication

(2 citation statements)

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“…As a central aspect of students' competences to regulate their own motivation, we assessed conditional motivational regulation strategy knowledge with a situational judgment test (Steuer et al 2016). Such a testing approach is suitable not only to assess facets of the competence behind actual regulation behaviors, but also to overcome methodical limitations of self-reports of these behaviors (see, e. g., Maag Merki et al 2013).…”

Section: Conditional Motivational Regulation Strategy Knowledgementioning

confidence: 99%

“…After each vignette, the students were confronted with various strategies, which were derived from proven taxonomies (Engelschalk et al 2015;Schwinger et al 2007;Wolters 1999) and are classified-by means of expert ratings as described by Steuer et al (2016)-as functional (suitable to solve the motivational problem at hand), dysfunctional (not suitable) or ambivalent (neither suitable nor not suitable). Students were asked to rate the suitability of the strategies to overcome the specific motivational problem posed by the vignette at hand on Likert-type scales ranging from 1 (not suitable at all) to 6 (completely suitable).…”

Section: Conditional Motivational Regulation Strategy Knowledgementioning

confidence: 99%

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Interrelations between motivational regulation, procrastination and college dropout intentions

2018

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Procrastination can theoretically be conceived of as a motivational selfregulatory failure and is assumed to be a risk factor of college dropout in the higher education context. It was hypothesized that students' procrastination and college dropout intentions are closely related with their motivational regulation-in terms of the effectiveness of their efforts to self-regulate their motivation and in terms of the strategic knowledge behind the actual regulation attempts (conditional knowledge about the suitability of different motivational regulation strategies in different motivational problem situations). Data from 515 college students, who participated in an online study and stem from a variety of fields of study (58% female; average age of 23.2 years), was analyzed to test the hypothesized relationships. Structural equation modeling indicated that conditional motivational regulation strategy knowledge was positively linked to the effectiveness of motivational regulation, which in turn was negatively linked to academic procrastination and college dropout intentions. Subsequently, academic procrastination was positively related with college dropout intentions. A total negative indirect effect of conditional strategy knowledge on college dropout intentions was mediated by effectiveness of regulation and academic procrastination. The results are in line with the assumption that good competences to regulate one's own motivation are an important protection factor against academic procrastination and college dropout.

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Section: Conditional Motivational Regulation Strategy Knowledgementioning

confidence: 99%