The role of study engagement in university students' daily experiences : a multilevel test of moderation
Ketonen, Elina E.; Malmberg, Lars-Erik; Salmela-Aro, Katariina; Muukkonen, Hanni; Tuominen, Heta; Lonka, Kirsti (2018-11-16)
Elina E. Ketonen, Lars-Erik Malmberg, Katariina Salmela-Aro, Hanni Muukkonen, Heta Tuominen, Kirsti Lonka, The role of study engagement in university students’ daily experiences: A multilevel test of moderation, Learning and Individual Differences, Volume 69, 2019, Pages 196-205, ISSN 1041-6080, https://doi.org/10.1016/j.lindif.2018.11.001.
© 2018 The Authors. Published by Elsevier Inc. This is an open access article under the CC BY license (http://creativecommons.org/licenses/BY/4.0/).
https://creativecommons.org/licenses/by/4.0/
https://urn.fi/URN:NBN:fi-fe201902114471
Tiivistelmä
Abstract
The present study investigated the dynamic nature of students’ daily experiences and general study engagement using intra-individual assessment. More specifically, we examined individual differences in the relationship between university students’ task-specific value and situational emotions and, further, whether first-year study engagement would moderate this association during the first two years of studies. Intra-individual state assessments were conducted via mobile phone-based experience sampling method (ESM) during participants’ first (N = 72) and second (N = 56) academic years, resulting in 3089 and 2912 fully completed state questionnaires. In both years, students were asked five times a day over two weeks how important they perceived their current activity and their positive and negative emotions. Using multilevel structural equation modeling, we found that, on average, a higher perception of task-specific value was associated with higher positive emotions and lower negative emotions within individuals. However, individual differences were detected in the value-emotion relations especially during the second academic year. Finally, the findings indicated that overall study engagement, measured at the beginning of the first academic year, predicted between-person differences in these within-person relationships both years.
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