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  • Decision mode as an antecedent of flow, motivational interference, and regret

    Author(s)
    Kuhnle, Claudia
    Sinclair, Marta
    Griffith University Author(s)
    Sinclair, Marta
    Year published
    2011
    Metadata
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    Abstract
    The presented study evaluates whether the decision mode for engaging in a task is relevant not only for the quality of the experience during an activity, as reflected in the occurrence of motivational interference and the possibility to enter flow, but also for the experience of regret. Intuitive in contrast to deliberative decision mode is hypothesized as being beneficial for an increased focus on work and a reduced experience of regret with possible consequences for current and future learning behavior of students. In an online study (n = 149) these variables related to a performed task were measured. Deciding intuitively ...
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    The presented study evaluates whether the decision mode for engaging in a task is relevant not only for the quality of the experience during an activity, as reflected in the occurrence of motivational interference and the possibility to enter flow, but also for the experience of regret. Intuitive in contrast to deliberative decision mode is hypothesized as being beneficial for an increased focus on work and a reduced experience of regret with possible consequences for current and future learning behavior of students. In an online study (n = 149) these variables related to a performed task were measured. Deciding intuitively to engage in the task was associated with a higher level of flow and a reduced experience of motivational interference. Regression analysis showed that an intuitive decision and motivational interference was related with regret at least by trend. Mediation analyses showed that the experience during the task mediates the relationship between decision mode and regret. The paper concludes with a discussion of the findings and their educational implications.
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    Journal Title
    Learning and Individual Differences
    Volume
    21
    Issue
    2
    DOI
    https://doi.org/10.1016/j.lindif.2010.11.024
    Subject
    Specialist studies in education
    Publication URI
    http://hdl.handle.net/10072/40326
    Collection
    • Journal articles

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