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dc.contributor.authorKetonen, Elina
dc.contributor.authorMalmberg, Lars-Erik
dc.contributor.authorSalmela-Aro, Katariina
dc.contributor.authorMuukkonen, Hanni
dc.contributor.authorTuominen, Heta
dc.contributor.authorLonka, Kirsti
dc.date.accessioned2019-05-08T09:15:41Z
dc.date.available2021-01-03T22:35:08Z
dc.date.issued2019
dc.identifier.citationKetonen, E., Malmberg, L.-E., Salmela-Aro, K., Muukkonen, H., Tuominen, H., & Lonka, K. (2019). The role of study engagement in university students' daily experiences : A multilevel test of moderation. <i>Learning and Individual Differences</i>, <i>69</i>, 196-205. <a href="https://doi.org/10.1016/j.lindif.2018.11.001" target="_blank">https://doi.org/10.1016/j.lindif.2018.11.001</a>
dc.identifier.otherCONVID_28738717
dc.identifier.otherTUTKAID_79620
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/63829
dc.description.abstractThe present study investigated the dynamic nature of students' daily experiences and general study engagement using intra-individual assessment. More specifically, we examined individual differences in the relationship between university students' task-specific value and situational emotions and, further, whether first-year study engagement would moderate this association during the first two years of studies. Intra-individual state assessments were conducted via mobile phone-based experience sampling method (ESM) during participants' first (N = 72) and second (N = 56) academic years, resulting in 3089 and 2912 fully completed state questionnaires. In both years, students were asked five times a day over two weeks how important they perceived their current activity and their positive and negative emotions. Using multilevel structural equation modeling, we found that, on average, a higher perception of task-specific value was associated with higher positive emotions and lower negative emotions within individuals. However, individual differences were detected in the value-emotion relations especially during the second academic year. Finally, the findings indicated that overall study engagement, measured at the beginning of the first academic year, predicted between-person differences in these within-person relationships both years.fi
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherPergamon Press
dc.relation.ispartofseriesLearning and Individual Differences
dc.rightsCC BY 4.0
dc.subject.otherstudy engagement
dc.subject.otherdaily experiences
dc.subject.othertask-specific value
dc.subject.othersituational emotions
dc.subject.otheruniversity students
dc.titleThe role of study engagement in university students' daily experiences : A multilevel test of moderation
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201905072420
dc.contributor.laitosPsykologian laitosfi
dc.contributor.laitosDepartment of Psychologyen
dc.contributor.oppiainePsykologiafi
dc.contributor.oppiainePsychologyen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2019-05-07T06:15:18Z
dc.description.reviewstatuspeerReviewed
dc.format.pagerange196-205
dc.relation.issn1041-6080
dc.relation.numberinseries0
dc.relation.volume69
dc.type.versionpublishedVersion
dc.rights.copyright© 2018 The Authors.
dc.rights.accesslevelopenAccessfi
dc.relation.grantnumber273872
dc.subject.ysoopiskelu
dc.subject.ysokokemukset
dc.subject.ysokorkeakouluopiskelu
dc.subject.ysositoutuminen
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p4781
jyx.subject.urihttp://www.yso.fi/onto/yso/p3209
jyx.subject.urihttp://www.yso.fi/onto/yso/p13164
jyx.subject.urihttp://www.yso.fi/onto/yso/p13419
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.rights.accessrights
dc.relation.doi10.1016/j.lindif.2018.11.001
dc.relation.funderSuomen Akatemiafi
dc.relation.funderAcademy of Finlanden
jyx.fundingprogramAkatemiaohjelma, SAfi
jyx.fundingprogramAcademy Programme, AoFen
jyx.fundinginformationThis study was supported by the Finnish Funding Agency for Technology and Innovation (TEKES) project “Sustainable Education Design” (440176) and by the Academy of Finland projects “Mind the Gap between Digital Natives and Educational Practices” (265528), “Bridging the Gaps - Affective, cognitive, and social consequences of digital revolution for youth development and education” (308352), “Strivings, Transitions, Achievements and Resilience” (139168) and “LEAD” (273872). Thank you for the financial support with personal grants to the Academy of Finland for Heta Tuominen (287170), Emil Aaltonen Foundation for Elina Ketonen and Jenny and Antti Wihuri Foundation for supporting Kirsti Lonka.


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