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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.issued2019fi
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. <em>Learning and Individual Differences</em>, 69, 196-205. <a href="https://doi.org/10.1016/j.lindif.2018.11.001">doi:10.1016/j.lindif.2018.11.001</a>fi
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.othersitoutuminenfi
dc.subject.otheropiskelufi
dc.subject.otherkokemuksetfi
dc.subject.otherkorkeakouluopiskelufi
dc.subject.otherstudy engagementfi
dc.subject.otherdaily experiencesfi
dc.subject.othertask-specific valuefi
dc.subject.othersituational emotionsfi
dc.subject.otheruniversity studentsfi
dc.titleThe role of study engagement in university students' daily experiences : A multilevel test of moderationfi
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201905072420
dc.contributor.laitosPsykologian laitosfi
dc.contributor.laitosDepartment of Psychologyen
dc.contributor.oppiainePsykologia
dc.date.embargo2021-01-01
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.accesslevelopenAccess
dc.format.contentfulltext
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.rights.accessrights
dc.relation.doi10.1016/j.lindif.2018.11.001


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