Motivational interference in school-leisure conflict and learning outcomes: The differential effects of two value conceptions

Hofer M, Kuhnle C, Kilian B, Marta E, Fries S (2011)
Learning and Instruction 21(3): 301-316.

Zeitschriftenaufsatz | Veröffentlicht | Englisch
 
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Autor*in
Hofer, Manfred; Kuhnle, Claudia; Kilian, Britta; Marta, Elena; Fries, StefanUniBi
Abstract / Bemerkung
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 = 433; M = 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.
Stichworte
interference; Values; Motivational; Value orientation; School-leisure conflict; School marks
Erscheinungsjahr
2011
Zeitschriftentitel
Learning and Instruction
Band
21
Ausgabe
3
Seite(n)
301-316
ISSN
0959-4752
Page URI
https://pub.uni-bielefeld.de/record/2093489

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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.
Hofer, M., Kuhnle, C., Kilian, B., Marta, E., & Fries, S. (2011). Motivational interference in school-leisure conflict and learning outcomes: The differential effects of two value conceptions. Learning and Instruction, 21(3), 301-316. doi:10.1016/j.learninstruc.2010.02.009
Hofer, M., Kuhnle, C., Kilian, B., Marta, E., and Fries, S. (2011). Motivational interference in school-leisure conflict and learning outcomes: The differential effects of two value conceptions. Learning and Instruction 21, 301-316.
Hofer, M., et al., 2011. Motivational interference in school-leisure conflict and learning outcomes: The differential effects of two value conceptions. Learning and Instruction, 21(3), p 301-316.
M. Hofer, et al., “Motivational interference in school-leisure conflict and learning outcomes: The differential effects of two value conceptions”, Learning and Instruction, vol. 21, 2011, pp. 301-316.
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. 21, 301-316 (2011).
Hofer, Manfred, Kuhnle, Claudia, Kilian, Britta, Marta, Elena, and Fries, Stefan. “Motivational interference in school-leisure conflict and learning outcomes: The differential effects of two value conceptions”. Learning and Instruction 21.3 (2011): 301-316.