References of "Brassler, Nina K."
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See detailImpairments in learning due to motivational conflict: situation really matters
Brassler, Nina K.; Grund, Axel UL; Hilckmann, Kristina et al

in Educational Psychology (2016), 36(7), 1323-1336

Although many theories mention distractions by conflicting alternatives as a problem for self-regulation, motivational conflicts are rarely considered when explaining impairments in learning. In two ... [more ▼]

Although many theories mention distractions by conflicting alternatives as a problem for self-regulation, motivational conflicts are rarely considered when explaining impairments in learning. In two studies, we investigate the assumption of motivational interference theory that students show different amounts of impairments in learning depending on the presence and motivational strength of conflicting alternatives. In Study 1 (N = 221), the subjective value attributed to a respective alternative in a study-leisure conflict scenario partially accounted for differences in self-regulated learning while controlling for interindividual differences. Study 2 (N = 112) demonstrated that this pattern applies to both when the respective alternatives refer to 'liking to' (want conflicts) and 'having to' (should conflicts) do something. Moreover, it is demonstrated that impairments due to motivational conflict are higher than impairments inherent in the studying activity itself (baseline). The results emphasise the importance of concurring action alternatives for explaining difficulties in self-regulated learning. [less ▲]

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See detailTorn Between Study and Leisure: How Motivational Conflicts Relate to Students' Academic and Social Adaptation
Grund, Axel UL; Brassler, Nina K.; Fries, Stefan

in Journal of Educational Psychology (2014), 106(1), 242-257

Research on motivational conflicts indicates that students' difficulties during studying may result from tempting alternatives in the leisure domain. In the present set of studies, we addressed the ... [more ▼]

Research on motivational conflicts indicates that students' difficulties during studying may result from tempting alternatives in the leisure domain. In the present set of studies, we addressed the question of whether academic motivation inversely has negative spillover effects on students' leisure-related functioning, too. In the first 2 studies (N = 169 and N = 206), the self-regulatory impairment students reported after the decision for studying or socializing in a predefined study-leisure conflict was related to their general academic and social adaptation. Results provide 1st evidence for domain-specific drawbacks in students' functioning, depending on which activity is interfered in situations of motivational conflict. In a 3rd study (N = 358), we replicated these findings based on idiographic conflicts. Furthermore, motivational interference is introduced as a crucial process that may underlie such adverse effects. It is demonstrated that after the decision for a focal action, the motivational strength of foregone alternatives continues to influence students' self-regulation during both study and leisure activities. Findings are discussed with regard to the connection between study and leisure strivings, motivational conflicts, and academic motivation. [less ▲]

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