How temptation changes across time: effects of self-efficacy for self-regulated learning and autonomy support. Issue 3 (16th March 2022)

• Record Type: Journal Article
• Authors: Kim, Yeo-eun; Yu, Shirley L.; Shin, Jongho
• Is Part Of: Educational psychology. Volume 42:Issue 3(2022)
• Page Start: 278
• Page End: 295
• Publication Date: 2022-03-16
• Subjects: Temptation -- motivation -- self-efficacy for self-regulated learning -- autonomy -- self-regulated learning; Educational psychology -- Periodicals; 370.15
• DOI: 10.1080/01443410.2021.2009774
• Languages: English
• ISSNs: 0144-3410

Abstract

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.