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.
Hofer, M., Kuhnle, S., Kilian, B., Marta, E., Fries, S., 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, <<LEARNING AND INSTRUCTION>>, 2011; 21 (3): 301-316. [doi:10.1016/j.learninstruc.2010.02.009] [http://hdl.handle.net/10807/13383]
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
Marta, Elena;
2011
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.
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