Dynamic Reciprocal Relations of Achievement Goals with Daily Experiences of Academic Success and Failure: An Ambulatory Assessment Study

Neubauer, A.; Schmidt, Aaron M.; Schmiedek, Florian; Dirk, Judith

doi:10.31234/osf.io/uypex

Cited by 4 publications

(17 citation statements)

References 38 publications

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“…In fact, by considering WM in the model, the influence of achievement goals dropped substantially. This finding contrasted earlier research, which had not considered WM, however (Huang, 2012;Neubauer et al, 2020;Payne et al, 2007;Scherrer et al, 2020;Schwinger et al, 2016). WM remained the only meaningful predictor of report card grades.…”

Section: Card Gradescontrasting

confidence: 99%

“…These findings parallel earlier research considering the between-person perspective (e.g., Duckworth et al, 2019;Neubauer et al, 2020;Payne et al, 2007;Schwinger et al, 2016).…”

Section: Associations Of Self-regulation Wm and Achievement Goals With Academic Successsupporting

confidence: 89%

“…Mean values across all items were used as an index of daily academic success. A multilevel confirmatory factor analysis confirmed the expected two-factor structure, both, at the between-and the within-person level (Neubauer et al, 2020). Reliability, estimated as multilevel McDonald's ω (Geldhof et al, 2014) was satisfactory (within: ω=.807; between: ω=.978; Neubauer et al, 2020).…”

Section: Academic Successmentioning

confidence: 55%

“…Additionally, Neubauer and colleagues (2020) provided first evidence that day-to-day fluctuations in students' learning goals, but neither performance-approach nor performance-avoidance goals, should be conducive to daily academic success. Moreover, aggregated mean values of daily learning goals were shown to benefit report card grades, while performance-approach goals were unbeneficial, and performance-avoidance goals unrelated (Neubauer et al, 2020).…”

Section: Within-person Variability In Achievement Goal Orientationsmentioning

confidence: 98%

“…Existing research on achievement goal orientations largely considered individual preferences for different goals as stable dispositions only changing over longer time (Anderman & Midgley, 1997;Spinath & Spinath, 2005). However, several investigations noted that they might also be conceptualised as situational state characteristics (Button et al, 1996; varying on a day-to-day basis (Goetz et al, 2016;Neubauer et al, 2020) and shorter time cycles (e.g., from lesson to lesson; Martin et al, 2020). Additionally, Neubauer and colleagues (2020) provided first evidence that day-to-day fluctuations in students' learning goals, but neither performance-approach nor performance-avoidance goals, should be conducive to daily academic success.…”

Section: Within-person Variability In Achievement Goal Orientationsmentioning

confidence: 99%

See 4 more Smart Citations

Day-to-Day Variation in Students’ Academic Success: The Role of Self-Regulation, Working Memory, and Achievement Goals

Blume¹,

Schmidt²,

Dirk³

et al. 2021

Preprint

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Self-regulation has been shown to be positively associated with school performance. Additionally, interrelations between self-regulation, working memory (WM), and achievement goals, in particular learning goals, have been established, as well as their associations with academic outcomes. It stands to reason that self-regulation, WM, and achievement goals are related on a day-to-day level, with implications for daily and long-term academic success. However, previous research largely considered between-person differences. Here, we therefore addressed the relations of daily self-regulation, WM, and achievement goals, and their relevance for daily and long-term academic success. Data were obtained through smartphone-based ambulatory assessments of 108 students (Mage=10.12, SDage=0.45) across 20 school days. Students reported about daily achievement goals prior to, daily self-regulation at, and daily academic success after school. Additionally, they informed about their report card grades at the end of the school year. Daily WM was assessed through two updating tasks at school. Results showed positive associations between daily learning goals (but neither performance-approach nor performance-avoidance goals), daily self-regulation, and WM. Together, daily learning goals and self-regulation uniquely contributed to daily academic success, while WM, performance-approach, and performance-avoidance goals did not. Average levels of WM, but neither achievement goals, nor self-regulation predicted report card grades. Results thus corroborate theoretical considerations on the importance of distinguishing self-regulation processes on between- and within-person levels. Further theoretical and practical implications are discussed.

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Section: Card Gradescontrasting

confidence: 99%

“…These findings parallel earlier research considering the between-person perspective (e.g., Duckworth et al, 2019;Neubauer et al, 2020;Payne et al, 2007;Schwinger et al, 2016).…”

Section: Associations Of Self-regulation Wm and Achievement Goals With Academic Successsupporting

confidence: 89%

Section: Academic Successmentioning

confidence: 55%

Section: Within-person Variability In Achievement Goal Orientationsmentioning

confidence: 98%

Section: Within-person Variability In Achievement Goal Orientationsmentioning

confidence: 99%

See 3 more Smart Citations

Day-to-Day Variation in Students’ Academic Success: The Role of Self-Regulation, Working Memory, and Achievement Goals

Blume¹,

Schmidt²,

Dirk³

et al. 2021

Preprint

Self Cite

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Reciprocal relations of subjective sleep quality and affective well-being in late childhood.

Neubauer¹,

Kramer²,

Schmidt³

et al. 2021

Developmental Psychology

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High sleep quality has been associated with beneficial outcomes across the lifespan. Intensive longitudinal studies suggest that these beneficial effects can also be observed on a day-to-day level. However, the dynamic interplay between subjective sleep quality and affective wellbeing in children's daily life has only rarely been investigated. The aims of the present work were (a) to replicate findings from a prior ambulatory assessment study in this area (Könen et al., 2016), (b) to explore the effect of subjective sleep quality on well-being throughout the day, and (c) to examine the reciprocal relation between subjective sleep quality and wellbeing in more detail. Data from two ambulatory assessment studies with children between 8 and 11 years (N = 108 / 84, with assessments over 28 / 21 consecutive days) consistently showed that positive affect was higher and negative affect was lower after nights with better sleep quality, and that the effects of subjective sleep quality were stronger on well-being assessed in the morning compared to later in the day. Results from dynamic structural equation models revealed reciprocal effects of subjective sleep quality and positive affect. Negative affect was not consistently related to worse subsequent sleep quality after controlling for positive affect and prior night's sleep quality. Results suggest a close relation of sleep quality and positive affect, which strengthens the idea behind interventions targeting both, children's sleep and well-being. Differences between children in the dynamic interplay between sleep and affect may be important predictors of long-term outcomes.

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Day‐to‐day variation in students’ academic success: The role of self‐regulation, working memory, and achievement goals

Blume

Irmer

Dirk

et al. 2022

Developmental Science

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Dynamic Reciprocal Relations of Achievement Goals with Daily Experiences of Academic Success and Failure: An Ambulatory Assessment Study

Cited by 4 publications

References 38 publications

Day-to-Day Variation in Students’ Academic Success: The Role of Self-Regulation, Working Memory, and Achievement Goals

Day-to-Day Variation in Students’ Academic Success: The Role of Self-Regulation, Working Memory, and Achievement Goals

Reciprocal relations of subjective sleep quality and affective well-being in late childhood.

Day‐to‐day variation in students’ academic success: The role of self‐regulation, working memory, and achievement goals

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