Creator: Grund, A.; Fries, S.; Senker, K.
Contributor: Grund, A.; Fries, S.; Senker, K.
Funding: German Research Foundation
Title: Primary data from an experience-sampling study on the relationship between self-regulation and the everyday experience of students
Year of Publication: 2022
Citation: Grund, A., Fries, S., & Senker, K. (2022). Primärdaten einer Experience-Sampling Studie zu dem Zusammenhang von Selbstregulation und dem Alltagserleben Studierender [Files auf CD-ROM]. Trier: Psychologisches Datenarchiv PsychData des Leibniz-Institut für Psychologie ZPID. DOI: 10.5160/psychdata.gdal18pr18
This study is a continuation of the pre-study “Primary data Pre-Study Experience-Sampling 2017”. The aim of both studies was to relate various aspects of self-regulation to the everyday experience of students. The focus was on the construct complexes of mindfulness, self-control, affect and motivation. The special feature of both studies is that these constructs were operationalised at both trait and state level.
In contrast to the previous study, the present study includes a larger convenient sample of students (N = 109) from Bielefeld University who participated in a specific lecture (“Psychology for School” in Educational Sciences). In addition to experience sampling (ES) in the students’ everyday lives over a period of eight days, there was also event sampling within two lecture sessions at the beginning and end of the ES phase. In addition, there was an end-of-day questionnaire every evening during this phase in retrospect of the respective day.
The study structure was as follows: first, students were familiarised with the study procedure in small groups. In addition, the trait measurement of the different constructs (e.g. trait mindfulness and self-control) was done via self-report questionnaire and the study participants loaded an experience sampling (ES) software (LifeData) onto their private smartphones. They then provided information about their current experience and behaviour at five random times throughout the day over eight days (up to 40 measurements per person in total). Central constructs in the ES were momentary affect, mindfulness and motivational conflict experience.
Every evening (over eight days), they answered an end-of-day questionnaire by providing information on their current stress experience, achievement emotions and the amount of time spent studying and leisure time, among other things.
Within two lecture sessions, they also provided information on their experience and behaviour within these lectures at 3 measurement points each (beginning, middle and end of the respective session).
Subsequently, the study participants received monetary compensation of up to 40 Euros depending on their compliance with the ES and answered some of the trait questionnaires again to determine possible changes over time.
Initial publications showed, among other things, that mindfulness seems to positively influence the cognitive-emotional effects of motivational conflicts (Grund et al., 2021) and that mindfulness is associated with emotions that promote learning (Senker et al., 2021).
Due to the high expense of ES studies, additional constructs beyond the central constructs were measured at both trait and state level (e.g. trait well-being, achievement motive, study interest and motivational regulation levels).