Conflicting values and their impact on learning

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.

Affective variables as predictors of biology achievement: A study on 11thgrade students

“…Results of the multiple regression analysis revealed that students' gender, use of elaboration as a deep learning strategy, task values, and self-efficacy beliefs were major predictors of their biology achievement. These findings are consistent with the previous studies in the related literature, [9], [19], [41], [44], [54], [59], [65], [67], [71]. In addition, results are in line with Eccles and Wigfield, [15] which stated that if individuals perceive a task as a joyful, useful or satisfactory task, they achieve higher on that task.…”

“…Results of the present study proved that 11th grade students who valued Biology lessons more are more likely to achieve higher than others in Biology. This result is consistent with the findings of the related literature, [1], [11], [16], [19], [65], [71]. According to Pintrich and Schunk,[44] the reason why task values posses a close relationship with student achievement is its relationship with achievement related behaviors such as self-regulative abilities, motivation, achievement goals, choice, persistence and performance.…”

“…It was found that, students with higher achievement hold more specific task values, [11], [16], [19], [65], [71] [72]. Also task values are found to be strong predictors of students' achievement, [11], [19], [66], [71].…”

“…Also task values are found to be strong predictors of students' achievement, [11], [19], [66], [71].…”

To Study or Not to Study? Investigating the Link Between Time Perspectives and Motivational Interference

“…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).…”