Spontaneous Cognition, Motivation, and Academic Performance
Creators: name: Lee, Elliott
name: Baldassari, Mario
Publisher: name: Open Science Framework
Year: 2022
Subjects: subject: School Psychology
subject: Social Psychology
subject: Social and Behavioral Sciences
subject: Psychology
subject: FOS: Psychology
subject: Grades
subject: Intrinsic Motivation
subject: Mind Wandering

description: Sample Size Update - January 2021 In the previous registration we suggested we would decide whether to collect more data or not after December. In December we had approximately 200 responses, which was just around the amount we had anticipated we wanted. However, in case there were losses because of data cleaning and careless responding, we decided to keep collecting data through January &amp; February until we had ~400 raw responses (before data cleaning). Analysis update - February 19, 2021 After our last preregistration, we found Howard and colleagues' (2020) meta-analysis of motivation types and academic outcomes. They found that controlled forms of motivation are unrelated to grades whereas identified and identified and intrinsic regulation types are positively related with self-reported academic performance (ρ = .29, ρ = .32, respectively). Thus, a power analysis based upon these effects suggests we need n = 80 to detect an effect with 90% power. However, they do not examine the RAI. In line with this, we will run analyses involving the distinct motivation types with hypotheses that intrinsic motivation will show the highest relationship with grades. Specifically, grades will be regressed on Amotivation, External regulation, Introjected regulation, Identified regulation, Intrinsic - to know, Intrinsic - for stimulation, and Intrinsic - to accomplish. The weighted RAI will be used in a general mediation analysis. And individual regulation types will be examined in follow-up mediation analyses. In addition, we decided to alter how thoughts are coded. In particular, we propose in our hypotheses and introduction that students who think more about school will be more intrinsically motivated and have higher grades. But we realized that there are different types of thoughts someone could have. Thus, we will engage in bottom-up coding from the responses and we expect there to be some common categories of thoughts about grades or upcoming evaluations or thoughts about the material or making progress on the course material. We propose that these latter types of thoughts would be predictive of grades and related to intrinsic motivation than someone. In addition, we expect that concerns about grades will be unrelated to grades. The coding will likely result in distinct categories and considering that participants can indicate more than 1 school-related thought in their general thoughts, we will use the highest ranked school thought as rank is an indication of frequency of thought. In addition, we will attempt to run a multilevel analysis with courses nested inside students. The analyses will be on the relationships between level 2 individuals’ motivation and the level 1 school-related thought type and grades. Howard, J. L., Bureau, J. S., Guay, F., Chong, J. X. Y., &amp; Ryan, R. M. (2020). Student motivation and associated outcomes: A meta-analysis from self-determination theory. Perspectives on Psychological Science, Advance Online Publication.