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Umarji O, McPartlan P, Moeller J, et al. The motivational system of task values and anticipated emotions in daily academic behavior. Motiv Emot. 2021;1-18doi: 10.1007/s11031-021-09898-y.
Umarji, O., McPartlan, P., Moeller, J., Li, Q., Shaffer, J., & Eccles, J. (2021). The motivational system of task values and anticipated emotions in daily academic behavior. Motivation and emotion, 1-18. https://doi.org/10.1007/s11031-021-09898-y
Umarji, Osman, et al. "The motivational system of task values and anticipated emotions in daily academic behavior." Motivation and emotion vol. (2021): 1-18. doi: https://doi.org/10.1007/s11031-021-09898-y
Umarji O, McPartlan P, Moeller J, Li Q, Shaffer J, Eccles J. The motivational system of task values and anticipated emotions in daily academic behavior. Motiv Emot. 2021 Jul 03;1-18. doi: 10.1007/s11031-021-09898-y. Epub 2021 Jul 03. PMID: 34248231; PMCID: PMC8254449.
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Motiv Emot. 2021 Jul 03;1-18. doi: 10.1007/s11031-021-09898-y. Epub 2021 Jul 03.

The motivational system of task values and anticipated emotions in daily academic behavior.

Motivation and emotion

Osman Umarji, Peter McPartlan, Julia Moeller, Qiujie Li, Justin Shaffer, Jacquelynne Eccles

Affiliations

  1. Yaqeen Institute for Islamic Research, Dallas, USA.
  2. University of California, Irvine, Irvine, USA.
  3. San Diego State University, San Diego, USA.
  4. University of Leipzig, Leipzig, Germany.
  5. New York University, New York, USA.
  6. Colorado School of Mines, Golden, USA.
  7. Australian Catholic University, Sydney, Australia.

PMID: 34248231 PMCID: PMC8254449 DOI: 10.1007/s11031-021-09898-y

Abstract

This study integrates theories of achievement motivation and emotion to investigate daily academic behavior in an undergraduate online course. Using cluster analysis and hierarchical logistic regression, we analyze profiles of task values and anticipated emotions to understand expectations and completion of academic tasks over the duration of a week. Students' task specific interest, opportunity cost, and anticipated satisfaction and regret varied across tasks and were predictive of both their expectations of task completion and actual task completion reported the following day. The results shed light on the important role of achievement motivation as situated and dynamic, highlighting the interplay between task priorities, task values, and anticipated emotions in academic task engagement.

© The Author(s) 2021.

Keywords: Academic emotions; Achievement motivation; Expectancy-value; Intra-individual

Conflict of interest statement

Conflicts of interestThe authors declare that they have no conflict of interest.

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