Reference : Motivational foundations of self-control and mindfulness and their role in study-leis...
Scientific journals : Article
Social & behavioral sciences, psychology : Education & instruction
Educational Sciences
http://hdl.handle.net/10993/43074
Motivational foundations of self-control and mindfulness and their role in study-leisure conflicts
English
Grund, Axel mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Luxembourg Centre for Educational Testing (LUCET)]
Senker, Kerstin [Bielefeld Univ, Bielefeld, Germany.]
2018
LEARNING AND INDIVIDUAL DIFFERENCES
Elsevier Science Bv
68
72-84
Yes (verified by ORBilu)
International
1041-6080
Amsterdam
[en] Mindfulness ; Need satisfaction ; Self-control ; Study leisure conflicts ; Value orientations
[en] In the present paper, we compared two self-regulatory capacities, trait self-control and mindfulness, with respect to their potential to help students deal with motivational conflicts between studying and leisure time, by either promoting a selective, normatively oriented versus open-minded, non-judgmental stance toward conflicting motivations. We also investigated the role of value orientations and need satisfaction is this regard. Study 1 (N = 196) initially showed that trait self-control, but not trait mindfulness, goes along with a preference for achievement-oriented over well-being-oriented values, which might explain the academic benefits associated with self-control. Study 2 (N = 306) replicated the link between value orientations and trait self-control. In line with this motivational pattern, we found context-specific effects for self-control in study leisure conflict scenarios, consolidating academic engagement, but not leisure engagement. Consolidating effects for trait mindfulness were context-transcending and independent from value orientations. Finally, in Study 3 (N = 160), we found evidence that the total effects of trait self-control and mindfulness are differentially mediated via either activity preferences (self-control) or need satisfaction (mindfulness). We discuss motivational interpretations for self-control and mindfulness with respect to the daily juggle between students' academic and leisure-related strivings.
Researchers
http://hdl.handle.net/10993/43074
10.1016/j.lindif.2018.10.007

File(s) associated to this reference

Fulltext file(s):

FileCommentaryVersionSizeAccess
Limited access
Grund_Senker_2018_LAID.pdfPublisher postprint897.08 kBRequest a copy

Bookmark and Share SFX Query

All documents in ORBilu are protected by a user license.