For first-year university students developing and expressing themselves as learners is key for their future academic success. How students relate to the act of studying on a day-to-day basis represents a concrete here-and-now expression of their learner identity. First-year students need to gain the ability to self-regulate their goal pursuit by knowing what goals to engage with and pursue, but also recognize when disengagement from goals is appropriate. The present exploratory study attempts to connect action crises, motivation, micro-level learner identity, and goal disengagement in the context of academic learning. The main results indicated that after disengagement, students’ controlled motivation for the following goal increased. The intensity of action crises predicted an increased commitment to studying and autonomous motivation for the following study goal.

对于大学一年级的学生来说，发展和表达自己作为学习者是他们未来学业成功的关键。学生如何与日常学习行为相关联，代表了他们学习者身份的具体此时此地表达。一年级学生需要通过了解要参与和追求的目标来获得自我调节目标追求的能力，但也要认识到何时脱离目标是适当的。目前的探索性研究试图在学术学习的背景下将行动危机、动机、微观学习者身份和目标脱离联系起来。主要结果表明，脱离接触后，学生对后续目标的控制动机增加。