Motivational foundations of self-control and mindfulness and their role in study-leisure conflicts

Grund A, Senker K (2018)
LEARNING AND INDIVIDUAL DIFFERENCES 68: 72-84.

Zeitschriftenaufsatz | Veröffentlicht| Englisch
 
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Abstract / Bemerkung
In the present paper, we compared two self-regulatory capacities, trait self-control and mindfulness, with respect to their potential to help students deal with motivational conflicts between studying and leisure time, by either promoting a selective, normatively oriented versus open-minded, non-judgmental stance toward conflicting motivations. We also investigated the role of value orientations and need satisfaction is this regard. Study 1 (N = 196) initially showed that trait self-control, but not trait mindfulness, goes along with a preference for achievement-oriented over well-being-oriented values, which might explain the academic benefits associated with self-control. Study 2 (N = 306) replicated the link between value orientations and trait self-control. In line with this motivational pattern, we found context-specific effects for self-control in study leisure conflict scenarios, consolidating academic engagement, but not leisure engagement. Consolidating effects for trait mindfulness were context-transcending and independent from value orientations. Finally, in Study 3 (N = 160), we found evidence that the total effects of trait self-control and mindfulness are differentially mediated via either activity preferences (self-control) or need satisfaction (mindfulness). We discuss motivational interpretations for self-control and mindfulness with respect to the daily juggle between students' academic and leisure-related strivings.
Stichworte
Mindfulness; Need satisfaction; Self-control; Study leisure conflicts; Value orientations
Erscheinungsjahr
2018
Zeitschriftentitel
LEARNING AND INDIVIDUAL DIFFERENCES
Band
68
Seite(n)
72-84
ISSN
1041-6080
eISSN
1873-3425
Page URI
https://pub.uni-bielefeld.de/record/2932747

Zitieren

Grund A, Senker K. Motivational foundations of self-control and mindfulness and their role in study-leisure conflicts. LEARNING AND INDIVIDUAL DIFFERENCES. 2018;68:72-84.
Grund, A., & Senker, K. (2018). Motivational foundations of self-control and mindfulness and their role in study-leisure conflicts. LEARNING AND INDIVIDUAL DIFFERENCES, 68, 72-84. doi:10.1016/j.lindif.2018.10.007
Grund, A., and Senker, K. (2018). Motivational foundations of self-control and mindfulness and their role in study-leisure conflicts. LEARNING AND INDIVIDUAL DIFFERENCES 68, 72-84.
Grund, A., & Senker, K., 2018. Motivational foundations of self-control and mindfulness and their role in study-leisure conflicts. LEARNING AND INDIVIDUAL DIFFERENCES, 68, p 72-84.
A. Grund and K. Senker, “Motivational foundations of self-control and mindfulness and their role in study-leisure conflicts”, LEARNING AND INDIVIDUAL DIFFERENCES, vol. 68, 2018, pp. 72-84.
Grund, A., Senker, K.: Motivational foundations of self-control and mindfulness and their role in study-leisure conflicts. LEARNING AND INDIVIDUAL DIFFERENCES. 68, 72-84 (2018).
Grund, Axel, and Senker, Kerstin. “Motivational foundations of self-control and mindfulness and their role in study-leisure conflicts”. LEARNING AND INDIVIDUAL DIFFERENCES 68 (2018): 72-84.
Material in PUB:
Publikation, die diesen PUB Eintrag enthält
Motivation and self-regulation
Grund A (2019)
Bielefeld: Universität Bielefeld.