The conflict between on-task and off-task actions in the classroom and its consequences for motivation and achievement

Kilian B, Hofer M, Fries S, Kuhnle C (2010)
EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 25(1): 67-85.

Journal Article | Published | English

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The relations between students' value orientations, decisions in conflicts between on-task and off-task actions in the classroom, and experiences of motivational interference following these conflicts were investigated. It was expected that well-being value orientation was positively linked and achievement value orientation was negatively linked to decision for off-task behavior in such conflicts and that the higher students' well-being value orientation, the higher their motivational impairment when deciding for the on-task behavior and the lower when deciding for the off-task behavior. For achievement orientation, the relationships were predicted to be reversed. The experience of motivational interference while performing on-task behavior was, in turn, expected to be related to worse grades. Data from 817 students (mean age 13.44) from 35 classrooms were collected using self-report questionnaires and analyzed in a series of hierarchical linear models. Analyses showed the relationships as predicted. All relationships found were comparable to the relationships found for a conflict between school and leisure actions after class. Results point out that even if students resist the off-task temptation in class, the mere possibility of off-task behavior can impair motivation and achievement.
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Kilian B, Hofer M, Fries S, Kuhnle C. The conflict between on-task and off-task actions in the classroom and its consequences for motivation and achievement. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION. 2010;25(1):67-85.
Kilian, B., Hofer, M., Fries, S., & Kuhnle, C. (2010). The conflict between on-task and off-task actions in the classroom and its consequences for motivation and achievement. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION, 25(1), 67-85.
Kilian, B., Hofer, M., Fries, S., and Kuhnle, C. (2010). The conflict between on-task and off-task actions in the classroom and its consequences for motivation and achievement. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 25, 67-85.
Kilian, B., et al., 2010. The conflict between on-task and off-task actions in the classroom and its consequences for motivation and achievement. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION, 25(1), p 67-85.
B. Kilian, et al., “The conflict between on-task and off-task actions in the classroom and its consequences for motivation and achievement”, EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION, vol. 25, 2010, pp. 67-85.
Kilian, B., Hofer, M., Fries, S., Kuhnle, C.: The conflict between on-task and off-task actions in the classroom and its consequences for motivation and achievement. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION. 25, 67-85 (2010).
Kilian, Britta, Hofer, Manfred, Fries, Stefan, and Kuhnle, Claudia. “The conflict between on-task and off-task actions in the classroom and its consequences for motivation and achievement”. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 25.1 (2010): 67-85.
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