TY - JOUR
T1 - 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
AU - Marta, Elena
PY - 2011
Y1 - 2011
N2 - 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.
AB - 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.
KW - conflitto scuola-tempo libero
KW - motivational interference
KW - motivazioni
KW - orientamenti valoriali
KW - school-leisure conflict
KW - value-orientation
KW - conflitto scuola-tempo libero
KW - motivational interference
KW - motivazioni
KW - orientamenti valoriali
KW - school-leisure conflict
KW - value-orientation
UR - http://hdl.handle.net/10807/13383
U2 - 10.1016/j.learninstruc.2010.02.009
DO - 10.1016/j.learninstruc.2010.02.009
M3 - Article
SN - 0959-4752
VL - 21
SP - 301
EP - 316
JO - Learning and Instruction
JF - Learning and Instruction
ER -