Effects of Self‐Concept on Restoring a Positive Motivational State After an Exam‐Like Situation

Abstract

Exams often trigger avoidance motivation and a tendency to withdraw; instead, an approach‐oriented motivational state would be more desirable, since this encourages an invigorated and persistent approach to tasks. This study investigated the role of academic self‐concept on the activation of relative approach versus avoidance motivation during the course of an exam‐like situation. In 62 university students (50 women), academic self‐concept was assessed using self‐ratings, and activation of approach versus avoidance motivation was assessed by using the electroencephalogram alpha asymmetry response. Academic self‐concept proved to be an important moderator of motivational responses during the challenging situation. A more negative self‐concept was related to sustained decrease in approach motivation, to rumination, and to worsened mood. In contrast, a positive self‐concept was related to more positive mood and activation of approach motivation even beyond task completion. The findings have educational implications, for instance, for the design of exams and performance feedback.

Learning in Adverse Circumstances: Impaired by Learning With Anxiety, Maladaptive Cognitions, and Emotions, but Supported by Self-Concept and Motivation

“…It has an influence on achievement beyond that which may be explained by prior achievement. An individual’s self-concept in a specific domain is influenced by prior learning experiences and, therefore, is also indicative of skills in a specific knowledge domain ( Macher et al, 2013 ; Wimmer et al, 2019 ). A high (and confident) self-concept is related to feelings of control over learning outcomes ( Lazarides and Raufelder, 2021 ).…”

“…A high (and confident) self-concept is related to feelings of control over learning outcomes ( Lazarides and Raufelder, 2021 ). Additionally, self-concept may be defined according to different frames of reference ( Dickhäuser et al, 2002 ; Ertl et al, 2017 ; Wimmer et al, 2019 ). The assessment of one’s academic abilities can be compared to the abilities of peers like co-students, or to an external criterion, like the demands of an academic subject, or it can be a global assessment of one’s academic abilities overall ( Luttenberger et al, 2019 ).…”

“…Distal factors of learning may also directly affect learning outcomes as they are reflections of knowledge and skills (e.g., academic self-concept, Wimmer et al, 2019 ) and/or as they may unfold their effects directly in a test situation (e.g., anxiety, motivation, Macher et al, 2012 , 2013 ).…”