Reference : Torn Between Study and Leisure: How Motivational Conflicts Relate to Students' Academ...

	Document type :	Scientific journals : Article
	Discipline(s) :	Social & behavioral sciences, psychology : Education & instruction
	Focus Areas :	Educational Sciences
	To cite this reference:	http://hdl.handle.net/10993/43302

Title :	Torn Between Study and Leisure: How Motivational Conflicts Relate to Students' Academic and Social Adaptation
Language :	-
Author, co-author :	Grund, Axel [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Luxembourg Centre for Educational Testing (LUCET)]
	Brassler, Nina K. [Univ Bielefeld, Dept Educ Psychol, D-33501 Bielefeld, Germany.]
	Fries, Stefan [Univ Bielefeld, Dept Educ Psychol, D-33501 Bielefeld, Germany.]
Publication date :	2014
Journal title :	Journal of Educational Psychology
Publisher :	American Psychological Association
Volume :	106
Issue/season :	1
Pages :	242-257
Peer reviewed :	Yes (verified by ORBilu)
Audience :	International
ISSN :	0022-0663
City :	Washington
Keywords :	[en] adaptation to college ; motivational conflicts ; motivational interference ; study-leisure conflicts
Abstract :	[en] 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.
Target :	Researchers
Permalink :	http://hdl.handle.net/10993/43302
DOI :	10.1037/a0034400

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