T he aim of this study was to explore possible synergies between research on motivational interference and time perspectives. A conceptual model relating individual differences in time perspectives to motivational interference during studying and leisure and academic achievement was tested. Filipino college students (N = 385) participated in the study. Results from the path analysis indicated that future time perspective was positively associated with motivational interference during leisure and negatively associated with motivational interference during studying. Moreover, future time perspective also positively predicted academic achievement. Present fatalistic and past negative time perspectives were positively associated with motivational interference during studying. Present hedonistic time perspective negatively predicted motivational interference during leisure. Motivational interference during studying, in turn, was negatively associated with academic achievement. Implications are discussed.Keywords: time perspective, motivational interference, future time perspective (FTP), school-leisure conflict 'Should I be studying or would I be better off partying with my friends?' 'Should I spend the night working on my homework or should I just slack off and go to my friend's place?' Studies have shown that students face these types of school-leisure conflicts quite frequently (Fries, Schmid, Dietz, & Hofer, 2005; Randel, Stevenson, & Witruk, 2000). When students have to choose between two alternatives and even when they end up choosing one of the two mutually incompatible goals (e.g., school vs. leisure goals), they may experience motivational interference during the performance of the chosen action.Motivational interference refers to the 'cognitive, affective, and behavioural impairment of a chosen activity as a result of the motivational properties of a nonchosen alternative ' (Hofer, Schmid, Fries, Kilian, & Kuhle, 2010; p. 623). It has been found to be related to important outcomes such as academic achievement, persistence, concentration, learning strategies, mood, time invested in studying, and life satisfaction among others (Fries et al., 2005;Hofer, 2007;Hofer, Kuhnle, Kilian, Marta, & Fries, 2011; Ratelle, Vallerand, Senecal, & Provenchel, 2005).Address for correspondence : Ronnel B. King, Learning Sciences Laboratory, National Institute of Education, Nanyang Technological University, 1 Nanyang Walk, Singapore 637616. Email: ronnel.king@nie.edu.sg Given the prevalence and importance of motivational interference, it is surprising that it has received only minimal attention from educational researchers. Moreover, the few studies that did investigate it focused exclusively on the role of values as precursors of motivational interference with other possible antecedents being mostly neglected. The overall aim of this study was to examine a theoretically derived model that elucidates the antecedents and consequences of motivational interference. We proposed a conceptual model that integrates two theoretic...
