Within the framework of Self‐Determination Theory (SDT), basic psychological need satisfaction predicts quality of motivation which in turn predicts study efforts. Although studies focusing on interpersonal differences have repeatedly shown this sequence of relations, only a few have examined its stability at the intra‐personal level. In this diary study, we recruited 141 university students (Mage = 20.80, SD = 2.20 years) to investigate the degree of confluence among week‐to‐week need satisfaction, quality of motivation, learning strategies, and procrastination for four weeks. Multilevel structural equation modelling showed that need satisfaction covaried positively with autonomous motivation. In turn, week‐to‐week autonomous motivation predicted positively week‐to‐week critical thinking and effort regulation and negatively procrastination. These relations emerged even after controlling for gender, age, and study hours per week. Further, contextual autonomous motivation predicted higher mean levels of critical thinking and effort regulation and lower ones of procrastination. Interestingly, a cross‐level interaction supported the sensitivity hypothesis as the negative relation between need satisfaction and controlled motivation was only true among students who were high in contextual (pre‐diary assessed) controlled motivation. These findings highlight the importance of contextual motivation and the need to establish academic environments that consistently satisfy students' psychological needs, thus promoting the quality of motivation and adaptive learning strategies.

中文翻译：

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学习策略和拖延作为需求满足和自主动机的函数：日记研究

在自我决定理论（SDT）的框架内，基本的心理需求满足可以预测动机的质量，进而预测学习努力。尽管关注人际差异的研究一再证明了这种关系序列，但只有少数研究在个人层面上检验了其稳定性。在这项日记研究中，我们招募了 141 名大学生（中号年龄= 20.80，标清= 2.20年）来调查每周的需求满足、动机质量、学习策略和拖延四个星期之间的融合程度。多级结构方程模型表明，需求满足与自主动机呈正相关。反过来，每周的自主动机积极预测每周的批判性思维和努力调节以及消极的拖延。即使在控制了性别、年龄和每周的学习时间后，这些关系仍然存在。此外，情境自主动机预测批判性思维和努力调节的平均水平较高，拖延的平均水平较低。有趣的是，跨层次的互动支持了敏感性假设，因为需求满足和受控动机之间的负相关关系仅在情境（日记前评估）受控动机较高的学生中才成立。这些发现强调了情境动机的重要性以及建立始终满足学生心理需求的学术环境的必要性，从而提高动机和适应性学习策略的质量。