No abstract

No abstract

Based on Inglehart's (1997) idea that the importance of modern values is challenged by a growing importance of postmodern values in postindustrialised societies, we analyse the consequences of students' attempts to integrate (modern) achievement values and (postmodern) well-being values. Since opportunities for value integration are limited, students should frequently experience conflicts, whether to work for school or to engage in free time activities. In a questionnaire study, students (n=184) showed mostly high scores in both, achievement and well-being values. Value conflict -measured by a specific conflict formula -was related to the frequency of action conflicts as well as to the reported difficulty to decide which action to pursue. Values predicted the students' school-related decisions. Furthermore, students with high achievement values reported better performance in schoolrelated tasks than students with high well-being values. Finally, values were systematically related to time investment and grades.

Results from structural equation modelling supported the proposed model for the whole sample as well as for each school track. A planned course of the day can prevent procrastination and foster decisions for academic tasks in case of conflicts. Students' learning takes place within a societal context and reflects the values held in the respective culture.

No abstract