In this preregistered study, we examined factors influencing academic motivation among secondary school students (aged 13 – 15) on a day-to-day basis. Using cognitive effort-discounting (Cog-ED) as behavioral manifestation of motivation and self-report for internal motivational state, we utilized a daily diary method (two-week protocol, N = 39, total N = 342 diaries) to explore how these measures relate to daily experiences of need satisfaction (i.e., autonomy, competence, relatedness), social support, invested homework hours, stress and physical (versus online) school attendance both at within- and between-person levels. Employing Bayesian hierarchical modeling, we found that motivation to invest effort in learning (Cog-ED) and self-reported academic motivation were higher on days when students experienced greater competence. In addition self-reported academic motivation was higher on days when students experienced more social support from classmates and teachers, invested more effort in homework and physically attended school, but lower on days when students experienced more stress. Additionally, both motivation to invest effort in learning (Cog-ED) and self-reported academic motivation were higher for those with greater average levels of perceived autonomy and support from parents. Moreover, students who, on average, dedicated more time to homework, reported elevated stress levels, and received greater support from teachers reported higher academic motivation. Conversely, those with greater support from classmates reported lower academic motivation. These findings stress the importance of cultivating feelings of competence, supportive environments and stress reduction on a daily basis, while highlighting the importance of perceived autonomy, adult social support and physical school attendance for academic motivation. Importantly, the current study contributes by assessing motivation both behaviorally and via self-report, and fills a gap by extending trait-level motivation research to the daily-level.

在这项预先注册的研究中，我们研究了影响中学生（13-15 岁）日常学习动机的因素。使用认知努力折扣（Cog-ED）作为动机的行为表现和内部动机状态的自我报告，我们利用每日日记方法（两周方案，N  = 39，总共N  = 342 日记）来探索这些衡量标准涉及日常需求满足体验（即自主性、能力、关联性）、社会支持、投入的家庭作业时间、压力和人内和人与人之间的物理（相对于在线）上学。采用贝叶斯分层模型，我们发现，当学生能力更强时，投入学习精力的动机 (Cog-ED) 和自我报告的学术动机更高。此外，当学生从同学和老师那里得到更多的社会支持、在家庭作业上投入更多的精力以及亲自上学时，自我报告的学业动机会更高，但在学生承受更大压力的日子里，学业动机会更低。此外，对于那些平均水平较高的自主意识和父母支持的人来说，投入学习努力的动机（Cog-ED）和自我报告的学业动机都较高。此外，平均而言，花更多时间做作业、压力水平更高、得到老师更多支持的学生表现出更高的学习动机。相反，那些得到同学更多支持的人则表现出较低的学习动机。这些发现强调了每天培养能力感、支持性环境和减轻压力的重要性，同时强调了自主感、成人社会支持和上体育课对学业动机的重要性。重要的是，当前的研究通过行为和自我报告评估动机做出了贡献，并通过将特质水平动机研究扩展到日常水平来填补空白。