End-of-semester syndrome: How situational regulatory fit affects test performance over an academic semester.

Psychology researchers often avoid running participants from subject pools at the end of the semester because they are "unmotivated". We suggest that the end of the semester induces a situational prevention focus (i.e., sensitive to losses) unlike the beginning of the semester, which may induce a situational promotion focus (i.e., sensitive to gains). In two experiments, we presented participants with math problems at the beginning or end of an academic semester. End-of-semester participants performed better minimizing losses as compared to maximizing gains, while the opposite was true for beginning-of-semester participants.