Interconnections between motivational constructs and learning are complex and temporal, evidenced by 78% (n = 14) of momentary-wave studies¶

Claim · All claims
Evidence · 1 study · review r2 · q3
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? 29% (n = 19) of situation-specific-wave studies and 78% (n = 14) of momentary-wave studies showed that motivational constructs relate to each other over time and in different situations. → Törmänen 2025

Evidence¶

Törmänen 2025¶

Törmänen, T., Ketonen, E., Lehtoaho, E., Turunen, M., Zabolotna, K., Shubina, T., & Järvenoja, H. (2025). Situational Motivation in Academic Learning: A Systematic Review. Educational Psychology Review. https://doi.org/10.1007/s10648-025-10036-0

q3 · i? · review · r2

Qualitative synthesis across both waves reports "the momentary wave had most of the studies (78%, n = 14)" showing temporal interconnections, including links between task values, effort, engagement, expectancies, costs, and outcomes such as exam performance and course dropout.

"The situation-specific wave had 29% (n = 19) of the studies and the momentary wave had most of the studies (78%, n = 14) that showed evidence on how different motivational constructs relate to each other over time and in different situations."

Discussion¶

Related Claims¶

• Situational motivation research splits into two waves: situation-specific offline measurement (n = 62) dominates, while momentary online measurement (n = 18) remains scarce — related
• Situational motivation is influenced by the learning context, with evidence mainly from situation-specific studies (65%) rather than momentary studies (28%) — related
• Situational motivation is highly context-dependent and fluctuates within and between learners, but most studies rely on self-reports — related
• Task interest was strongly interconnected across the course, with each task's interest predicting interest in the next tasks. — a narrower finding that bears on this claim