Individual values,motivational conflicts,and learning for school |
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| Affiliation: | 1. Department of Psychology, University of Otago, Dunedin, New Zealand;2. Department of Psychology, University of Minnesota, Minneapolis, MN, USA;3. Department of Psychology, City University London, London, UK;1. University of Connecticut, USA;2. James Madison University, USA;3. University of Virginia, USA;1. Department of Psychology, Bielefeld University, P.O. Box 10 01 31, 33501 Bielefeld, Germany;2. Department of Psychology, University of Marburg, Gutenbergstr. 18, 35032 Marburg, Germany;3. Institute of Psychology, TU Dortmund, Emil-Figge-Str. 50, 44227 Dortmund, Germany |
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| Abstract: | In a self-report study, students (N = 704, mean age: 13.5 years) were confronted with two scenarios, depicting situations of motivational conflict. They were asked to choose between a school and a leisure activity. A model was tested with value orientations as determinants and successful self-regulation as the consequence of the decision reached after a motivational conflict. The results showed that value orientations were related to the choice of activities in motivational conflict. Value orientations and decisions also predicted successful self-regulation in the school-related activity. Furthermore, value orientations and self-regulation were positively related to time invested in learning. Direct and indirect effects of value orientations explained high percentages of learning regulation and study time. |
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