Motivational interference in learning: The impact of leisure alternatives on subsequent self-regulation

Fries, Stefan; Dietz, Franziska; Schmid, Sebastian

doi:10.1016/j.cedpsych.2007.10.001

Cited by 75 publications

(75 citation statements)

References 28 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…That is, motivational characteristics of competing action tendencies impair ongoing experience and performance. For example, in specific study-leisure conflicts, it has been demonstrated that incentives attached to dismissed leisure alternatives explained self-regulatory difficulties during studying above and beyond incentives attached to the focal studying activity (Fries et al 2008;). Interestingly, this was also the case in the opposite conflict constellation (i.e., decision for leisure time and against studying).…”

Section: Motivational Conflict In Everyday Lifementioning

confidence: 98%

“…According to Riediger and Freund (2008), depending on the decision in situations of motivational conflict, either the feeling that one wants to do something else or that one should do something else despite the current activity may arise. Basically, what occurs to people in such post-decisional want and should conflicts can be described as motivational interference (Fries and Dietz 2007;Fries et al 2008;Grund and Fries 2012). That is, motivational characteristics of competing action tendencies impair ongoing experience and performance.…”

Section: Motivational Conflict In Everyday Lifementioning

confidence: 98%

See 1 more Smart Citation

Torn between want and should: An experience-sampling study on motivational conflict, well-being, self-control, and mindfulness

et al. 2015

Self Cite

View full text Add to dashboard Cite

We assumed that situations of motivational want conflict (i.e., feeling that one wants to do something else) and should conflict (i.e., thinking that one should do something else) show differential relationships to different components of well-being because more affective or more cognitive motivational aspects are ignored, respectively. Moreover, we assumed that these differences contribute to the understanding of different self-regulatory styles. Using an experience-sampling approach, 58 university students indicated their current affect, the underlying form of motivation, and whether they experienced a want or a should conflict regarding their daily activities (N = 2376). Furthermore, we assessed participants' self-control and mindfulness before and life satisfaction after the experience-sampling period. As expected, want conflicts came along with lower affective well-being, but were unrelated to cognitive life satisfaction. Although should conflicts also yielded a small, negative association with some aspects of affective well-being, overall, their negative relation with life satisfaction was more pronounced. Positive paths of self-control on affective well-being were mediated via less want and should conflicts, whereas positive paths of both mindfulness and self-control on life satisfaction were mediated via less should conflicts. The relative importance of want and should conflicts in daily self-regulation and wellbeing is discussed.

show abstract

Section: Motivational Conflict In Everyday Lifementioning

confidence: 98%

Section: Motivational Conflict In Everyday Lifementioning

confidence: 98%

Torn between want and should: An experience-sampling study on motivational conflict, well-being, self-control, and mindfulness

et al. 2015

Self Cite

View full text Add to dashboard Cite

show abstract

“…In college environment, students typically enjoy a high level of discretion in setting their personal goals and arranging their daily activities. Students frequently face day-to-day motivational conflicts contrasting choices between short-term temptations and long-term goals (e.g., choosing between academic tasks and leisure activities; Fries, Dietz, & Schmid, 2008;Grund, Brassler, & Fries, 2014).…”

Section: Belief In Free Will and Academic Performancementioning

confidence: 99%

The freedom to excel: Belief in free will predicts better academic performance

Feldman

Chandrashekar

Wong

2016

Personality and Individual Differences

View full text Add to dashboard Cite

Increasing evidence supports the importance of beliefs in predicting positive outcomes in life. This study examines the performance implications of the belief in free will as an abstract, philosophical belief that views the self as free from internal and external constraints and capable of choosing and directing one's own path. In Study 1 (N = 116, undergraduates), belief in free will was associated with higher performance on an academic proofreading task. In Study 2 (N = 614, undergraduates), we examined performance in real academic settings, and the belief in free will measured at the beginning of the semester predicted better course and semester grades at the end of the semester. Importantly, we found support for the distinctive contribution of the belief in free will in comparison to well-established predictors of academic performance -trait selfcontrol and implicit theories. We conclude that individual differences in the endorsement of the belief in free will are a significant and unique predictor of academic achievement.Keywords: academic performance; belief in free will; beliefs; task performance The last two decades have witnessed the emergence of research that recognized the importance of beliefs as predictors of academic achievement (Hong, Chiu, Dweck, Lin, & Wan, 1999;Yeager & Dweck, 2012). Beliefs have been identified as essential components of selfconcept as they affect sense-making and shape the meaning given to all aspects of life, and therefore play a crucial role in guiding behavior (Dweck, 2008). People differ in their beliefs, and these differences hold the potential for predicting differences in behavior and outcomes (Dweck, 2014). This is especially true for undergraduates attending college because students often face difficult challenges and important choices under intense pressure to perform.Academic performance is dependent on the ability to change, adapt, make difficult decisions, and learn from mistakes, yet these are rooted in associated beliefs that change is controlled and choice is free.A promising direction in social psychology and experimental philosophy explores agency-related philosophical beliefs and focuses on views regarding free will and determinism.People differ in their beliefs regarding the human capacity for choice; some view their behaviors and lives as a consequence of their own agentic free choice, whereas others believe that they are deterministically guided by internal factors that are beyond their control, such as their upbringing, personality, or genetics, or by externals factors such as God, nature, science, or fate (Baumeister, 2008). This abstract philosophical belief in free will encompasses a broad view of the person as an active agent who is capable of choosing one's own path, planning for long-term

show abstract

“…Among other things, the learners are responsible for initiating and maintaining the processing of instructional explanations. When learners pursue the processing of instructional explanations even though leisure alternatives are available, thoughts about the unutilized leisure alternative can lead to motivational interference (Fries et al 2008;Schmid et al 2007). Thus, different goals (e.g., academic vs. non-academic goals) might conflict here ) and potentially impede the processing of the instructional explanation.…”

Section: Non-cognitive Factorsmentioning

confidence: 98%

How to Foster Active Processing of Explanations in Instructional Communication

Berthold¹,

Renkl

2010

Educ Psychol Rev

View full text Add to dashboard Cite

In instructional communication settings, instructional explanations play an important role. Despite the very common use of instructional explanations, empirical studies show that very often, they have no positive effects on learning outcomes. This ineffectiveness might be due to mental passivity of the recipient learners that leads to shallow processing of the explanations. Against this background, we introduce several types of instructional assistance to foster active processing of written instructional explanations in asynchronous computer-mediated instructional communication settings. The findings of three experiments showed that prompts or training for focused processing regarding the central principles and concepts of the explanation are especially effective with respect to fostering learning outcomes. Keywords Asynchronous computer-mediated instructional communication . Written instructional explanations . Active processing . Focused processing In instructional communication settings, instructional explanations play an important role. The most prevalent activity in natural human tutoring is providing explanations (Chi et al. 2001). Instructional explanations are designed with the specific purpose of teaching (e.g., Leinhardt and Steele 2005) and communicating a particular aspect of the learning contents. Despite the very common use of instructional explanations, empirical studies show that very often, they have no positive effects on learning outcomes (e.g., Chi et al. 2001; VanLehn et al. 2003 for tutor settings; Webb 1989 for peer settings; for an overview, see Wittwer and Renkl 2008).This ineffectiveness might be partly attributed to problems on the part of the instructor in adapting his or her messages to the knowledge and needs of the learner or recipient. Wittwer, Nückles, and Renkl (this issue) proposed that instructional explanations should be tailored to an individual learner and developed an approach to provide instructors with information about a learner's understanding. In this way, the instructor is able to diagnose Educ Psychol Rev (2010) 22:25-40

show abstract

Motivational interference in learning: The impact of leisure alternatives on subsequent self-regulation

Cited by 75 publications

References 28 publications

Torn between want and should: An experience-sampling study on motivational conflict, well-being, self-control, and mindfulness

Torn between want and should: An experience-sampling study on motivational conflict, well-being, self-control, and mindfulness

The freedom to excel: Belief in free will predicts better academic performance

How to Foster Active Processing of Explanations in Instructional Communication

Contact Info

Product

Resources

About