Bachmann Olga, Grunschel Carola, Fries Stefan
Department of Psychology, Bielefeld University, Bielefeld, Germany.
Department of Psychology, University of Münster, Münster, North Rhine-Westphalia, Germany.
Front Psychol. 2024 Jul 16;15:1404767. doi: 10.3389/fpsyg.2024.1404767. eCollection 2024.
Multitasking during studying is frequent among students. In this experience sampling study we examine if multitasking during studying can be explained by situational study motivation and the personality trait grit; and if grit moderates the relationship of situational motivation and multitasking. Eighty-eight students participated. All participants planned to write an important exam within the upcoming 2 weeks. Situational motivation was conceptualized along the lines of self-determination theory, differentiating between autonomous and controlled motivation. Also, we assessed students' grit. Hypotheses were tested using multilevel modeling in MPlus. As predicted, students multitasked less when situational study motivation was autonomous (vs. controlled). Contrary to predictions, we did not find a significant main effect of grit on multitasking. However, the interaction effect was significant, indicating that in situations with relatively controlled study motivation grittier students are more likely to refrain from multitasking than their less gritty peers.
学生在学习过程中经常会进行多任务处理。在这项经验抽样研究中，我们探讨学习时的多任务处理是否可以由情境学习动机和人格特质毅力来解释；以及毅力是否会调节情境动机与多任务处理之间的关系。88名学生参与了研究。所有参与者都计划在接下来的两周内参加一场重要考试。情境动机是根据自我决定理论来概念化的，区分了自主动机和受控动机。此外，我们还评估了学生的毅力。在MPlus中使用多层模型对假设进行了检验。正如预测的那样，当情境学习动机是自主的（相对于受控的）时，学生进行多任务处理的情况较少。与预测相反，我们没有发现毅力对多任务处理有显著的主效应。然而，交互效应是显著的，这表明在学习动机相对受控的情况下，有毅力的学生比缺乏毅力的同龄人更有可能避免进行多任务处理。
