Individual values, motivational conflicts, and learning for school

Hofer, Manfred; Schmid, Sebastian; Fries, Stefan; Dietz, Franziska; Clausen, Marten; Reinders, Heinz

doi:10.1016/j.learninstruc.2006.11.003

Cited by 73 publications

(100 citation statements)

References 29 publications

(27 reference statements)

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“…Future time perspective was positively associated with academic achievement while present hedonistic was negatively associated with it. The sizes of the correlation coefficients were generally in line with previous research on time perspectives and motivational interference (e.g., Hofer et al, 2007;.…”

Section: Preliminary Analysissupporting

confidence: 87%

“…These questionnaires were adapted from Hofer et al's (2007;2010;2011) studies. In the present study, we contextualised the school-leisure conflict to pertain to the students' English classes, given that students in this school perceived their English classes to be particularly difficult due to the heavy paper requirements (Gaerlan, 2010;personal communication).…”

Section: Motivational Interferencementioning

confidence: 99%

“…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 theoretical frameworks: motivational conflict theory (Hofer, 2007;Hofer et al, 2007) and time perspective theory .The theoretical and empirical literature dealing with motivational interference and that dealing with time perspectives have mostly proceeded in parallel, with little cross-over of ideas. To the best of our knowledge, there is no research at present that has attempted to unify these two lines of inquiry within one study.…”

mentioning

confidence: 99%

“…Because resources are limited, the pursuit of one goal necessarily takes energy away from the competing goal. Motivational interference arises when a student has to decide between two highly valued goals, or may occur when a student is already performing an activity and another opportunity comes into play.Hofer and his colleagues (Hofer, 2007;Hofer et al, 2011;Hofer et al, 2007;Hofer et al, 2010; Hofer, Schmid, Fries, Zivkovic, & Dietzv, 2009) proposed two types of motivational interference which are relevant for students: motivational interference during studying and motivational interference during leisure. Motivational interference during studying is experienced when students choose academic goals over leisure goals.…”

mentioning

confidence: 99%

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

King

Gaerlan

2013

Journal of Pacific Rim Psychology

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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...

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Section: Preliminary Analysissupporting

confidence: 87%

Section: Motivational Interferencementioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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

King

Gaerlan

2013

Journal of Pacific Rim Psychology

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“…Bu çalışmada, Hofer ve diğerleri (2007) Abstract. This is a study aiming to adapt the Motivational Action Conflict Scale (MACS) developed by Hofer et al (2007) into Turkish language. Turkish and English forms were applied to a group of 46 students who study in department of English Teaching for scale's linguistic equivalence.…”

mentioning

confidence: 99%

Motivasyonel Eylem Çatışması Ölçeğinin Dilsel Eşdeğerlik, Geçerlik ve Güvenirlik Çalışması

Çalışkan¹,

Karademir²

2017

Sakarya University Journal of Education

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Öz. Bu çalışmada, Hofer ve diğerleri (2007) Abstract. This is a study aiming to adapt the Motivational Action Conflict Scale (MACS) developed by Hofer et al. (2007) into Turkish language. Turkish and English forms were applied to a group of 46 students who study in department of English Teaching for scale's linguistic equivalence. Significant correlations were determined between the scores obtained from the forms. A one-dimensional, 3-item structure that explains 56.99 % of total variance of the "decision in conflict" subscale, a onedimensional, 15-item structure that explains 42.29 % of total variance of the subscale of motivational conflict experience "during learning/homework", and a onedimensional, 7-item structure that explains 51.72% of the subscale of motivational conflict experience "during leisure" were obtained as a result of the analysis performed on each subscale to test the scale structure. Item-total correlations of MACS are .30 to .68. The factor loads vary between .61 and .84 for the items predicating the "decision in conflict" subscale, 51. and .74 for the items predicating the subscale of motivational conflict experience "during learning/homework", and .61 and .78 for the items predicating the subscale of motivational conflict experience "during leisure." The test-retest reliability coefficients and the internal consistency coefficients were found to be .83 and .60 for the "decision in conflict" subscale, .83 and .92 for the subscale of motivational conflict experience "during learning/homework" and .77 and .56 for the subscale of motivational conflict experience "during leisure."

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Individuals’ power determines how they respond to positive versus negative performance feedback

Straub,

Lin,

Tremonte‐Freydefont

et al. 2023

Euro J Social Psych

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Performance feedback signals to people where they stand in their goal progress. Positive feedback suggests that one is on a good track to achieve a goal. Negative feedback indicates that another strategy or greater effort is required. However, not everyone reacts equally to such feedback. Through four studies using a variety of methods, we examined how individuals’ experience of power affects motivation and performance depending on whether they receive negative or positive performance feedback. While results were not completely uniform, a general pattern could be observed. Specifically, a meta‐analysis across all studies showed that negative feedback had an overall detrimental effect on motivation and performance of low‐power individuals but not of high‐power individuals. Positive feedback neither impacted low‐ nor high‐power individuals' motivation but increased low‐power individuals’ performance relative to their high‐power counterparts. Our findings imply that performance feedback needs to be tailored to the recipient's experience of power.

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Individual values, motivational conflicts, and learning for school

Cited by 73 publications

References 29 publications

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

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

Motivasyonel Eylem Çatışması Ölçeğinin Dilsel Eşdeğerlik, Geçerlik ve Güvenirlik Çalışması

Individuals’ power determines how they respond to positive versus negative performance feedback

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