ABSTRACT
Consider a teacher who is expressing concern about a student’s academic performance. The teacher says the student lags behind the rest of the class, and needs to do well on an important, upcoming test. The student listens to the teacher’s feedback: To prepare for the test, he decides to study an extra hour every day during the next few weeks. The incentive value of regularly studying an extra hour is high as the student wants to excel on the test. Also, he knows from past performance that he actually can study every day for an extra hour. Given a high incentive value and high expectations of successfully putting in extra work, the student is motivated and begins to add regular study time starting the next day. However, after a week has passed, the student has managed to add the extra hour just once. Even worse, he did not sleep well last night and is now overly tired. The student still intends to sit down and open his book that evening, but just then a friend calls and asks him over to watch an awardwinning movie. In light of these difficulties and temptations, it is now volition that determines whether or not the student will give in and see the movie or go forward with his intention to stay home and study.
