心理学
功能可见性
纵向研究
任务(项目管理)
应用心理学
成就的需要
社会心理学
发展心理学
认知心理学
统计
数学
管理
经济
作者
Patrick N. Beymer,Kristy A. Robinson
标识
DOI:10.1016/j.cedpsych.2022.102072
摘要
Intensive longitudinal methodologies continue to gain traction in educational psychology due to their numerous affordances; however, educational researchers have yet to fully consider how these methodologies may actually impact the phenomena under study. In the current study, we used a quasi-experimental design to examine how participating in a diary study on motivation predicted students' end-of-semester motivation. We also examined how dosage, or how many surveys students responded to, predicted their motivation at the end of the semester. Participating in the diary study predicted end-of-semester task effort and emotional cost, whereas responding to a higher number of surveys predicted end-of-semester value, expectancies, outside effort cost, and emotional cost. These findings suggest that researchers using intensive longitudinal methodologies should consider using a control group in order to check for unintended outcomes. Implications and future directions are discussed.
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