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How temptation changes across time: effects of self-efficacy for self-regulated learning and autonomy support
Cited 7 time in
Web of Science
Cited 9 time in Scopus
- Authors
- Issue Date
- 2022-03
- Publisher
- Carfax Publishing Ltd.
- Citation
- Educational Psychology, Vol.42 No.3, pp.278-295
- Abstract
- Students often work on academic tasks in the face of an attractive alternative. In an experimental setting, we examined how students perceive temptation differently across time depending on their self-efficacy for self-regulated learning and autonomy-supportive contexts. Specifically, we focussed on how individual differences in self-efficacy for self-regulated learning interact with different autonomy-supportive contexts (provision of either choice or relevance) to predict students' perceived temptation, affect, and performance across time. Results indicated that students low in self-efficacy for self-regulated learning perceived an increase in temptation across time, while those high in self-efficacy for self-regulated learning perceived a decrease in temptation across time. Moreover, we found that especially for students with low self-efficacy for self-regulated learning, providing choice opportunities or adding relevance to the task predicted lower temptation, higher positive affect, and lower negative affect.
- ISSN
- 0144-3410
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