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 as well as to school marks as indicators of learning outcomes. In a self-report study with Italian adolescents (N ¼ 433; M¼ 14.5 years) using a school-leisure conflict scenario, first, the relations between the 10 values introduced by Schwartz and the Inglehart-based Achievement and Well-being value orientations were investigated. Correlations and multidimensional scaling analysis showed overlaps as well as differences between the two sets of value variables. 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 marks. The inclusion of Achievement and Well-being value orientations explained additional variance of the three dependent variables. The relevance of individual values in explaining students’ reactions to motivational conflicts is highlighted.
Hofer, M., Kuhnle, C., Kilian, B., Marta, E., Fries, S., Motivational interference in school-leisure conflict and learning outcomes: The differential effects of two value conceptions, <<LEARNING AND INSTRUCTION>>, 2011; 21 (3): 301-316. [doi:10.1016/j.learninstruc.2010.02.009] [http://hdl.handle.net/10807/70940]
Motivational interference in school-leisure conflict and learning outcomes: The differential effects of two value conceptions
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 as well as to school marks as indicators of learning outcomes. In a self-report study with Italian adolescents (N ¼ 433; M¼ 14.5 years) using a school-leisure conflict scenario, first, the relations between the 10 values introduced by Schwartz and the Inglehart-based Achievement and Well-being value orientations were investigated. Correlations and multidimensional scaling analysis showed overlaps as well as differences between the two sets of value variables. 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 marks. The inclusion of Achievement and Well-being value orientations explained additional variance of the three dependent variables. The relevance of individual values in explaining students’ reactions to motivational conflicts is highlighted.
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