Umarji Osman, McPartlan Peter, Moeller Julia, Li Qiujie, Shaffer Justin, Eccles Jacquelynne
Yaqeen Institute for Islamic Research, Dallas, USA.
University of California, Irvine, Irvine, USA.
Motiv Emot. 2021;45(5):599-616. doi: 10.1007/s11031-021-09898-y. Epub 2021 Jul 3.
This study integrates theories of achievement motivation and emotion to investigate daily academic behavior in an undergraduate online course. Using cluster analysis and hierarchical logistic regression, we analyze profiles of task values and anticipated emotions to understand expectations and completion of academic tasks over the duration of a week. Students' task specific interest, opportunity cost, and anticipated satisfaction and regret varied across tasks and were predictive of both their expectations of task completion and actual task completion reported the following day. The results shed light on the important role of achievement motivation as situated and dynamic, highlighting the interplay between task priorities, task values, and anticipated emotions in academic task engagement.
本研究整合成就动机和情感理论，以调查本科在线课程中的日常学术行为。我们运用聚类分析和分层逻辑回归，分析任务价值和预期情绪的概况，以了解一周时间内学术任务的期望和完成情况。学生的任务特定兴趣、机会成本以及预期的满意度和遗憾在不同任务间存在差异，并且能够预测他们对任务完成的期望以及次日报告的实际任务完成情况。研究结果揭示了成就动机作为情境化和动态化因素的重要作用，突出了任务优先级、任务价值和预期情绪在学术任务参与中的相互作用。
