Characteristics of concurring action alternatives can influence the experience and behavior in a focal action. In two scenario studies we investigated the role of success expectancies of an unaccomplished academic task as a relevant motivational characteristic to explain the experience and behavior during a focal leisure activity. Students imagined themselves in scenarios which were experimentally manipulated by varying the presence of a motivational conflict and the description of the concurring action. They anticipated what they would experience in these situations. Results indicate that students experience more impairments in situations of motivational conflict than when there is no conflict. Even more important, when success expectancies for the unaccomplished academic task were described as low, the anticipated impairments were higher than when expectations were described as high. Influencing expectations is discussed as one starting point for handling negative consequences of motivational conflicts due to academic tasks.

一致行动备选方案的特征可以影响焦点行动中的经验和行为。在两个情景研究中，我们调查了未完成的学术任务的成功预期作为相关动机特征的作用，以解释焦点休闲活动期间的体验和行为。学生们将自己想象在通过改变动机冲突的存在和对同时发生的行为的描述进行实验操纵的场景中。他们预料到在这些情况下他们会经历什么。结果表明，学生在动机冲突的情况下比没有冲突时经历更多的障碍。更重要的是，当未完成的学术任务的成功预期被描述为低时，预期的减值高于预期被描述为高的情况。影响期望被讨论为处理由于学术任务引起的动机冲突的负面后果的一个起点。