In achievement motive theory, need for achievement is conceptualized as an explanatory variable that triggers certain experiences and behaviors spontaneously. Experience sampling should therefore be an ideal approach for capturing such motive-specific affective contingencies. However, given that not all students seem to be aware of their underlying motives, the link between self-reported need for achievement and daily experiences may depend on their mindfulness level. In a sample of university students (N = 107), self-reported fear of failure predicted momentary negative activation across activity contexts in everyday life. In addition, hope of success predicted positive activation in more mindful students and in nonroutine situations (e.g., studying, working, or leisure time). Together, these findings are a first step toward illuminating the phenomenological and excitatory nature of need for achievement in students' everyday lives and illustrate the necessity of noticing motive-specific cues in order to integrate them into the explicit motivational self-concept.

在成就动机理论中，成就需要被概念化为自发触发某些经历和行为的解释变量。因此，经验抽样应该是捕捉这种特定动机的情感意外事件的理想方法。然而，鉴于并非所有学生似乎都意识到他们的潜在动机，自我报告的成就需求与日常经历之间的联系可能取决于他们的正念水平。在大学生样本中（N = 107），自我报告的对失败的恐惧预测了日常生活中跨活动环境的瞬时负面激活。此外，成功的希望预示着注意力更集中的学生和非常规情况（例如，学习、工作或休闲时间）中的积极激活。总之，这些发现是阐明学生日常生活中成就需求的现象学和兴奋性本质的第一步，并说明了注意特定动机线索的必要性，以便将它们整合到明确的动机自我概念中。