Motivational interference in school-leisure conflict and learning outcomes: The differential effects of two value conceptions

Relations between the development of future time perspective in three life domains, investment in learning, and academic achievement

“…Students' time perspective in school and professional career became less important over time, whereas perspectives in other domains of life, such as leisure time or social relations, grew in importance or stayed stable during the secondary school period. Possibly this causes a motivation conflict, as Hofer et al (2007Hofer et al ( , 2010, Hofer, Kuhnle, Kilian, Marta, and Fries (2011) found between school and leisure activities of students.…”

Differential school contextual effects for math and English: Integrating the big-fish-little-pond effect and the internal/external frame of reference

“…The internal dimension refers to comparisons that students make across disciplines in assessing their own strengths and weaknesses (see Eccles, 2009). There is increasing recognition in educational research that students hold multidimensional perceptions about their schooling, which lead to internal evaluations and comparison (Hofer, Kuhnle, Kilian, Marta, & Fries, 2011). Indeed, the internal frame of reference was stimulated by findings that academic self-concept consists of two near orthogonal factors: math (consisting of sub-factors such as math, sciences, and economics self-concepts) and verbal (consisting of sub-factors such as geography, history, foreign language, and native language self-concepts; see Marsh, 2007 for reviews).…”

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

“…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.…”

“…Future time perspective has been found to be related to higher marks while present time perspective has been found to be related to lower academic achievement . Motivational interference during studying has been found to be negatively related to academic achievement, while motivational interference during leisure is positively related to academic achievement (Hofer et al, 2011).In this study, we examined an integrative model that posits time perspectives as antecedents, motivational interference as mediators, and academic achievement as the outcome variable. The designation of time perspectives as antecedents and motivational interference as mediators that influence academic achievement outcomes is in line with most of the studies in the educational psychology literature, which has shown that distal dispositional traits influence more proximal motivational constructs that then impact subsequent academic achievement (see Winne & Nesbit, 2010, for a review).…”

“…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).…”