Studying against your will: Motivational interference in action

Grund, Axel; Schmid, Sebastian; Fries, Stefan

doi:10.1016/j.cedpsych.2015.03.003

Cited by 29 publications

(21 citation statements)

References 45 publications

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“…We hypothesize that automaticity helps in shielding the focal activity from alternative options, which should result in less motivational WCs and less MI. The hypothesis only includes WCs as this type of motivational conflict is far more prevalent while studying (63.1% of the time) than should conflicts (19.0% should and WCs mixed, 3.1% pure should conflicts; Grund et al, 2015b).…”

Section: Habits Reduce Motivational Interferencementioning

confidence: 99%

“…Motivational conflicts and its consequence in the form of MI is a ubiquitous phenomenon students experience during studying (Grund et al, 2015b). Automizing a learning sequencebuilding a study habit -seems to be a viable intervention one can consciously implement to reduce MI during studying.…”

Section: Habits Reduce Want Conflicts and Motivational Interferencementioning

confidence: 99%

“…Studying can indeed be an arduous endeavor. While engaged in study related activities, students in an experience sampling study reported wanting to do something else (i.e., WC) in 63.1% of the time 1 (Grund et al, 2015b). This high prevalence of motivational conflicts while studying should be of concern for everyone who is interested in good education -on an individual and societal level -because motivational conflicts cause motivational interference (MI) (e.g., Fries and Dietz, 2007).…”

Section: Introductionmentioning

confidence: 99%

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App-Based Habit Building Reduces Motivational Impairments During Studying – An Event Sampling Study

2020

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In this app-based event sampling study, we observed the intentional formation of new study habits. A sample of 91 university students defined individual study habits and logged data over 6 weeks on motivational conflict, motivational interference (MI) and automaticity of behavior after each habit repetition using an app on their phone. The app was specifically created for this study and gave feedback on habit automaticity. A total of N = 2,574 habit repetitions have been generated and were analyzed using multilevel modeling. The results suggest that (1) app-based intentional habit building works, as automaticity of behavior could be predicted by habit repetition, (2) motivational impairments during studying can be reduced by building habits, as want conflicts and MI decreased with automaticity, and (3) trait self-control supports studying indirectly by fostering habit building rather than directly by suppressing impulses during the activity, as self-control predicted automaticity, but not motivational impairments during the habit execution. The effect of self-control on automaticity of the new study habit was fully mediated by the general automaticity of the students' other study habits (general study habit strength). This study showcases an app-guided genesis of new study habits and its beneficial motivational effects for learning behavior.

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Section: Habits Reduce Motivational Interferencementioning

confidence: 99%

Section: Habits Reduce Want Conflicts and Motivational Interferencementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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App-Based Habit Building Reduces Motivational Impairments During Studying – An Event Sampling Study

2020

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“…According to the Rubicon model, the clear-cut decision for one action goal (presumably the higher valued, more feasible alternative at a given moment), the inception of a focal goal intention, and the devaluation of alternative goals, enables people to pursue one goal without being affected by (potentially conflicting) alternative goals (Gollwitzer, 1990 ; Shah et al, 2002 ; Fishbach et al, 2010 ; Unsworth et al, 2014 ). However, recent research on motivational interference has demonstrated that goal conflict may pose difficulties for people attempting to stick to their plans, or may distract them and cause them to doubt even after having decided on a focal goal (Fries et al, 2008 ; Grund et al, 2015 ). Research on motivational interference has revealed negative effects of conflicting goals on individuals' experience and performance, even when the dismissed alternatives are only mentally present and no actual switching has occurred (Fries et al, 2008 ).…”

Section: Perspectives On Goal Conflictsmentioning

confidence: 99%

“…Maybe such instructions will use experiential instances to help participants identify goal conflict. With respect to experiential instances of goal conflict, a discussion of experiential indicators of goal conflict—for example, motivational interference (Fries et al, 2008 ; Grund et al, 2015 ), hesitation, or extensive rumination about one's goals—is needed to find a sound basis for empirical operationalization. On these grounds, empirical studies may reveal some overlap of the perspectives and may help find indicators of goal conflict, insight into moderators that affect individuals' perception and experience of goal conflict (e.g., goal properties, resource vs. inherent goal conflict), and ways to assess goal conflict.…”

Section: Recommendations For Future Researchmentioning

confidence: 99%

Aiming at a Moving Target: Theoretical and Methodological Considerations in the Study of Intraindividual Goal Conflict between Personal Goals

Gorges

Grund

2017

Front. Psychol.

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Multiple-goal pursuit and conflict between personal life-defining goals can be considered part of everyday business in most individuals' lives. Given the potentially detrimental effects of goal conflict—for example, impaired well-being or poor performance—the literature on goal conflict is surprisingly scattered due to heterogeneous methodological approaches and technical terms. Little empirical research has addressed the conceptualization of goal conflict against the background of differing understandings from a structure-like and a process-like perspective. In the present article, we outline theoretical foundations of goal conflict from two perspectives: a structure- and a process-like perspective. Based on a comparative analysis and integration of these two perspectives, we systematically review empirical studies on goal conflict over 30 years of research. In doing so, we identify and discuss important conceptual dimensions of goal conflict, namely, goal conflict as a cognitive construct and an experiential instance, a focus on goal interrelations or on specific goal properties, and resource vs. inherent conflict, and the potential of these distinctions to further research on goal conflict. Finally, we present major challenges and pose questions that need to be addressed by future research.

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Digital leisure motivational interference decreases college students’ online learning satisfaction: the roles of academic emotions and parental autonomy support

Guo,

Gong,

Liu

et al. 2024

Eur J Psychol Educ

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Previous studies have pointed out that leisure motivational interference was an important factor affecting students’ learning satisfaction. This study concentrates on three unexplored areas in the current literature on leisure motivational interference and learning satisfaction. Specifically, it is the first to (a) focus on the effects of digital leisure motivational interference (DLMI) on online learning satisfaction; (b) separate the cognitive, affective, and behavioral components of DLMI (DLMI-C, DLMI-A, and DLMI-B) when examining its effects; and (c) reveal how these three components influence online learning satisfaction. We conducted a questionnaire survey among 1041 Chinese college students who engaged in online learning, utilizing several measures: the Digital Leisure Motivational Interference Scale, the Academic Emotions Questionnaire, the Parental Autonomy Support Scale, and the Online Learning Satisfaction Scale. The results showed that (a) DLMI-C, DLMI-A, and DLMI-B negatively predicted online learning satisfaction, respectively; however, the differences in their effects were not significant; (b) academic emotions, both positive and negative, played the mediating roles between the three components of DLMI and online learning satisfaction; (c) parental autonomy support moderated the relationship between academic emotions (positive and negative) and online learning satisfaction. Notably, learners with higher levels of parental autonomy support reported greater online learning satisfaction compared to those with lower levels of support, particularly when experiencing lower frequency of academic emotions, whether positive or negative.

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Studying against your will: Motivational interference in action

Cited by 29 publications

References 45 publications

App-Based Habit Building Reduces Motivational Impairments During Studying – An Event Sampling Study

App-Based Habit Building Reduces Motivational Impairments During Studying – An Event Sampling Study

Aiming at a Moving Target: Theoretical and Methodological Considerations in the Study of Intraindividual Goal Conflict between Personal Goals

Digital leisure motivational interference decreases college students’ online learning satisfaction: the roles of academic emotions and parental autonomy support

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