In two randomized experiments, one conducted online (n = 174) and one in the classroom (n = 267), we tested the effects of two types of self-regulated learning (SRL) strategies on students’ intentions to put effort into professional development activities: strength-based SRL strategies (i.e., identifying perceived relative strengths and, subsequently, selecting professional development activities to further improve those strengths) versus deficit-based SRL strategies (i.e., identifying perceived relative shortcomings and, subsequently, selecting professional development activities to improve those shortcomings). Across both studies, analysis of variance revealed that, relative to students who used deficit-based SRL strategies, students who used strength-based SRL strategies were higher in perceived competence, intrinsic motivation, and effort intentions. Moreover, the results of multi-mediator analysis and structural equation modeling supported the hypothesis that the effect of strength-based versus deficit-based SRL strategies on students’ effort intentions was sequentially mediated by perceived competence and intrinsic motivation. Implications for the application of self-regulated learning strategies in the context of professional self-development are discussed.

In a cross-sectional study among 623 employees of a higher education institution, we examined the relations between perceived competence, autonomy, relatedness, intrinsic motivation, and productivity during the first lockdown in the spring of 2020. The results indicate that, relative to the period before the lockdown, the employees experienced an increase in autonomy and competence, but a decrease in relatedness, intrinsic motivation, and productivity. Structural equation modelling revealed that the decrease in productivity can be explained by a decrease in intrinsic motivation, which in turn can be explained by changes in relatedness, autonomy, and perceived competence. Thus, during the lockdown, both positive and negative motivational consequences of teleworking were observed. However, the ultimate consequence for employees’ productivity was negative. An important difference between this study and previous studies on the topic of teleworking, is that the present examined the motivational process under extreme circumstances in which employees had to switch overnight form onsite to remote working.

To become competent professionals, students should work on both their strengths and weaknesses. Considering students' limited amount of time and energy to work on multiple subjects, it is important to know what determines their allocation of effort to their perceived relative strengths or weaknesses. In a series of five studies, we examined the moderating effect of instructional strategy (i.e., self-directed versus test-directed) on the within-person relation between perceived relative strength (i.e., strengths versus weaknesses) and allocated effort across multiple subjects. We used different methodologies (scenario, field, and experimental studies), research designs (within-person and mixed factorial), populations (secondary school, college, and university students), and measures of effort (intentions, self-reported, and behavioral). The results consistently indicate that students in a self-directed instructional strategy condition tend to allocate more effort to their relative strengths, whereas students in a test-directed instructional strategy condition tend to allocate more effort to their relative weaknesses. 1.1. Perceived relative strength Perceived relative strengths and weaknesses are competence selfperceptions that result from dimensional within-person comparisons (Möller & Marsh, 2013). Dimensional comparison entails that individuals use their competence in one dimension (e.g., spelling) as a reference for judging their competence in another dimension (e.g., calculating). Although individuals' self-evaluations are typically based on social comparison information (Klein, 1997; Van Yperen & Leander,

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