The effects of three interventions designed to boost academic achievement amongmastery-oriented students were evaluated on interest-based studying, social desirabil-ity, and perceived goal difficulty. Undergraduate students (N= 177) completed relevantself-report measures at the beginning and the end of the semester and were randomlyassigned to one of three brief, web-based intervention conditions or a control condition.Multiple regression analyses showed the intervention conditions to consistently predictlower levels of interest-based studying, with these effects moderated by students’ priorachievement and mastery-approach goals. Qualitative analyses provide insight into themotivationally relevant processes elicited by the interventions
