Study title

The study is part of the SriAS joint project (Self-regulation in the Everyday Life of Students), funded by the Federal Ministry of Education and Research (BMBF) and conducted at the University of Bielefeld, Karlsruhe Institute of Technology, and the University of Augsburg. The joint project is part of the funding research initiative for the Quality Pact for Teaching. At the three locations, the self-regulation competence of students during the examination phase is being investigated, using the Experience Sampling Method (ESM) to study students directly in their everyday lives. This method involves participants carrying an electronic device, typically a smartphone, during the data collection period and responding to short questionnaires when prompted by alarms. In total, nine studies are being conducted using this method at the project locations. The present study is based on data from the first of three survey periods collected at the Bielefeld site. First year Law students at a university in North Rhine-Westphalia were surveyed before, during, and shortly after their examination periods. At the Bielefeld site, the focus of the research is primarily on the motivational aspects of self-regulated learning, particularly on the constructs of motivational action conflicts and multitasking. Motivational action conflicts arise when an individual has multiple attractive options available due to various goals (e.g., academic and leisure goals) competing for the individual´s limited resources. These conflicts typically result in performance and well-being losses, summarized as motivational interference. In Augsburg, the emphasis is on learning strategic processes, while in Karlsruhe, research is being conducted to determine whether and how specific interventions can reduce the occurrence of procrastination in everyday life.