A Day Begins With Morning: How Morning Goal Motivation Profiles Shape Daily Emotions From a Complex Dynamic Systems Perspective.
Background: Individuals pursue goals for autonomous or controlled reasons, and distinct combinations of these motivations form daily motivational profiles. Although such profiles have been studied, little is known about their day‐to‐day stability and variability, which is critical for understanding...
| Publicado en: | Journal of Computer Assisted Learning Vol. 42; no. 4; pp. 1 - 20 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Aug2026
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=195655212&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 195655212 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Aug2026 vid: 42 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 195655212 195655212 195655212 10.1002/jcal.70284 195655212 ppf: 1 ppct: 19 formats: tig: atl: A Day Begins With Morning: How Morning Goal Motivation Profiles Shape Daily Emotions From a Complex Dynamic Systems Perspective. aug: au: Lo, Meng‐Ting Chen, Yen‐Yu Lin, Shao‐Hsuan affil: Institute of Education, National Yang Ming Chiao Tung University, Hsinchu, Taiwan sug: subj: Students, College Psychosocial Factors Goals and Objectives Motivation Emotions Time Factors Human Male Female Young Adult Taiwan Students, Undergraduate Surveys Psychological Well-Being Descriptive Statistics Funding Source Male Female ab: Background: Individuals pursue goals for autonomous or controlled reasons, and distinct combinations of these motivations form daily motivational profiles. Although such profiles have been studied, little is known about their day‐to‐day stability and variability, which is critical for understanding how motivation evolves over time. How motivational and emotional dynamics emerge in the daily lives of university students remains unclear, and person‐oriented temporal analyses can reveal maladaptive patterns that mean‐level analyses often obscure. Objectives: This study aims to identify daily autonomous and controlled goal‐pursuit motivation profiles, examine their day‐to‐day stability and variability and explore how these profiles relate to university students' emotional transitions throughout the day. Methods: Using the VaSSTra method, we identified profiles that summarise students' motivational states for each day, examined sequences of these profiles across days, and clustered students who exhibited similar patterns of transitions. Multilevel modelling and transition network analysis were employed to explore the relationship between these profiles and students' emotional experiences and transitions. Results and Conclusions: Three profiles emerged: high controlled goals, moderate intrinsic goals, and autonomous and moderate controlled goals. Transition network analysis revealed that students with moderate intrinsic or autonomous and moderate controlled profiles tended to maintain more positive emotional states, exhibiting fewer systematic emotional transitions. In contrast, on days marked by a high controlled goal‐pursuit profile, students were more likely to shift towards heightened negative emotions. This study extends theoretical perspectives on motivation and demonstrates the value of novel learning analytics for untangling the complex, interactive relationships between motivation and emotions. Practitioner Notes: What is already known about this topic ○Individuals pursue goals for different reasons, which can be broadly categorized as autonomous (e.g., personal interest or value) or controlled (e.g., external pressure or obligation).○Person‐oriented approaches have been used to identify distinct goal‐pursuit motivational profiles, but evidence regarding the day‐to‐day stability and variability of these profiles remains limited.○While both intraindividual fluctuations and interindividual differences in the relationship between goal‐pursuit motivation and emotions are recognised, few studies have captured the dynamic and complex nature of these processes over time.What this paper adds ○The stability and variability of daily goal‐pursuit motivation profiles can be explored using the VaSSTra method, which uncovers interpretable patterns over time and reveals that different forms of goal‐pursuit motivation can co‐occur simultaneously.○The transitions of emotional states are rarely examined in the literature; by modelling them through transition network analysis, this study offers new insights into how different motivation profiles relate to emotion dynamics.○By leveraging advanced learning analytics techniques, this study untangles the complex, dynamic interactions between motivation and emotions in students' daily academic experiences.Implications for practice and/or policy ○The study reveals patterns and transitions of motivation and emotions, providing educators with important information into the underlying needs driving students' learning processes.○The study applies methods which are powerful in exploring hidden interactions among multiple components of psychological processes, with potential for generalization to investigating the complex dynamics of metacognitive strategy use and behavioural or cognitive engagement during learning. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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