Motivational interference in school-leisure conflict and learning outcomes: The differential effects of two value conceptions Motivational Interference in School-Leisure-Conflict and School Grades

Elena Marta, Manfred Hofer, Claudia Kuhnle, Britta Kilian, Stefan Fries

Research output: Contribution to journalArticlepeer-review

18 Citations (Scopus)

Abstract

It was hypothesized that students’ value orientations are connected to their experience of motivational interference in a conflict between a school and a leisure related activity. In a self-report study with Italian adolescents (N = 433; mean age, 14.5 years) using a school-leisure conflict scenario, first the relations between the ten Schwartz value dimensions and Achievement and Well-being value orientations were investigated. In correlations and multidimensional scaling, overlaps as well as differences between the two sets of value variables were found. Multilevel regression analyses revealed that the Schwartz values were significantly related to the experience of motivational interference during studying and during leisure as well as to school grades. The inclusion of Achievement and Well-being value orientations provided additional effects on the three dependent variables. Expected and unexpected findings are discussed and the relevance of individual values to explain students’ reactions to goal conflicts is highlighted.
Original languageEnglish
Pages (from-to)301-316
Number of pages16
JournalLearning and Instruction
Volume21
DOIs
Publication statusPublished - 2011

Keywords

  • conflitto scuola-tempo libero
  • motivational interference
  • motivazioni
  • orientamenti valoriali
  • school-leisure conflict
  • value-orientation

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