College Students’ motivational beliefs and use of goal-oriented control strategies: Integrating two theories of motivated behavior
| dc.contributor.author | Keyserlingk, Luise von | |
| dc.contributor.author | Rubach, Charlott | |
| dc.contributor.author | Lee, Hye Rin | |
| dc.contributor.author | Eccles, Jacquelynne S. | |
| dc.contributor.author | Heckhausen, Jutta | |
| dc.date.accessioned | 2023-07-26T10:12:21Z | |
| dc.date.available | 2023-07-26T10:12:21Z | |
| dc.date.issued | 2022-07-19 | |
| dc.description.abstract | In college, students often encounter situations in which they struggle to meet their academic goals in difficult courses. We integrate the Motivational Theory of Life-Span Development and Situated Expectancy-Value Theory to investigate how motivational beliefs and experiences in a difficult course predict the use of goal engagement oriented and goal adjustment oriented control strategies that can help students stay engaged in challenging courses. We used survey data collected in two academic quarters at a public university in the U.S. (N = 231). Students who perceived their midterm exam as more difficult than expected and students with higher course-specific subjective task values reported using more goal engagement oriented and goal adjustment oriented control strategies. Students with higher course-specific ability beliefs were less likely to use goal adjustment strategies. Results further showed that students planned to use control strategies depending on their experienced setbacks or success in exams. Findings provide important insights into how motivational orientations and course experiences relate to adaptive and goal-oriented behavior in college courses. | en |
| dc.identifier.uri | http://hdl.handle.net/2003/42022 | |
| dc.identifier.uri | http://dx.doi.org/10.17877/DE290R-23858 | |
| dc.language.iso | en | de |
| dc.relation.ispartofseries | Motivation and emotion;46(5) | |
| dc.rights.uri | https://creativecommons.org/licenses/by/4.0/ | de |
| dc.subject | Situated expectancy-value theory (SEVT) | en |
| dc.subject | Motivational theory of life-span development (MTD) | en |
| dc.subject | Goal-engagement strategies, goal adjustment strategies | en |
| dc.subject | Higher education | en |
| dc.subject.ddc | 370 | |
| dc.subject.rswk | Hochschulbildung | de |
| dc.subject.rswk | Motivation | de |
| dc.subject.rswk | Zielverfolgung | de |
| dc.title | College Students’ motivational beliefs and use of goal-oriented control strategies: Integrating two theories of motivated behavior | en |
| dc.type | Text | de |
| dc.type.publicationtype | Article | de |
| dcterms.accessRights | open access | |
| eldorado.secondarypublication | true | de |
| eldorado.secondarypublication.primarycitation | von Keyserlingk, L., Rubach, C., Lee, H.R. et al. College Students’ motivational beliefs and use of goal-oriented control strategies: Integrating two theories of motivated behavior. Motiv Emot 46, 601–620 (2022). https://doi.org/10.1007/s11031-022-09957-y | de |
| eldorado.secondarypublication.primaryidentifier | https://doi.org/10.1007/s11031-022-09957-y | de |