Exams often trigger avoidance motivation and a tendency to withdraw; instead, an approach‐oriented motivational state would be more desirable, since this encourages an invigorated and persistent approach to tasks. This study investigated the role of academic self‐concept on the activation of relative approach versus avoidance motivation during the course of an exam‐like situation. In 62 university students (50 women), academic self‐concept was assessed using self‐ratings, and activation of approach versus avoidance motivation was assessed by using the electroencephalogram alpha asymmetry response. Academic self‐concept proved to be an important moderator of motivational responses during the challenging situation. A more negative self‐concept was related to sustained decrease in approach motivation, to rumination, and to worsened mood. In contrast, a positive self‐concept was related to more positive mood and activation of approach motivation even beyond task completion. The findings have educational implications, for instance, for the design of exams and performance feedback.

中文翻译：

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自我概念对考试后情境恢复积极动机状态的影响

考试经常会引发回避动机和退缩的倾向；取而代之的是，以方法为导向的激励状态将更为可取，因为这鼓励了一种充满活力和持久性的方法。这项研究调查了在考试样情况下，学术自我概念在激活相对方法与回避动机方面的作用。在62名大学生（50名女性）中，使用自我评估评估了学业自我概念，并使用脑电图α不对称反应评估了进场动机与回避动机的关系。学术自我概念被证明是在充满挑战的情况下激励反应的重要调节器。负面的自我概念与进场动机的持续下降，反省和情绪恶化有关。相反，积极的自我概念与更积极的情绪和进近动机的激发有关，甚至超越了任务完成。研究结果具有教育意义，例如，对考试和绩效反馈的设计。