Reference : Impairments in learning due to motivational conflict: situation really matters
Scientific journals : Article
Social & behavioral sciences, psychology : Education & instruction
Educational Sciences
http://hdl.handle.net/10993/43298
Impairments in learning due to motivational conflict: situation really matters
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Brassler, Nina K. [Univ Bielefeld, Dept Educ Psychol, Bielefeld, Germany.]
Grund, Axel mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Luxembourg Centre for Educational Testing (LUCET)]
Hilckmann, Kristina [Univ Bielefeld, Dept Educ Psychol, Bielefeld, Germany.]
Fries, Stefan [Univ Bielefeld, Dept Educ Psychol, Bielefeld, Germany.]
2016
Educational Psychology
Routledge Journals, Taylor & Francis Ltd
36
7
1323-1336
Yes (verified by ORBilu)
International
0144-3410
Abingdon
[en] Motivational interference ; motivational conflict ; study-leisure conflict ; self-regulated learning
[en] 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.
http://hdl.handle.net/10993/43298
10.1080/01443410.2015.1113235

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