Article (Scientific journals)
Motivational profiles in study-leisure conflicts: Quality and quantity of motivation matter
Grund, Axel
2013In Learning and Individual Differences, 26, p. 201-211
Peer reviewed
 

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Keywords :
Motivational costs; Motivational interference; Person-oriented approach; Quality of motivation; Quantity of motivation; Study-leisure conflicts
Abstract :
[en] The effects of the quality and quantity of motivation were compared in relation to students' levels of experienced internal conflict in a specific study-leisure conflict using a person-oriented analysis on self-reports of 336 college students. Latent-profile-analysis identified three motivational profiles for learning and two motivational profiles for leisure. Consistent with a qualitative perspective on motivation, students with Good quality profiles for "reading papers" reported the least internal conflict under the temptation of a social activity. However, in accordance with the quantitative perspective on motivational interference, students with High quantity profiles for learning reported more internal conflict while imagining themselves socializing than students with Good and Poor quality profiles did. Similar effects for the leisure profiles and additional variable-oriented analyses confirmed the assumption that the quality of motivation best explains students' ongoing experience during a focal activity, whereas the effects of indirect motivational costs stemming from the motivational characteristics of missed activities are best described quantitatively. (C) 2013 Elsevier Inc. All rights reserved.
Disciplines :
Education & instruction
Author, co-author :
Grund, Axel  ;  University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Luxembourg Centre for Educational Testing (LUCET)
External co-authors :
yes
Language :
English
Title :
Motivational profiles in study-leisure conflicts: Quality and quantity of motivation matter
Publication date :
2013
Journal title :
Learning and Individual Differences
ISSN :
1041-6080
Publisher :
Elsevier, Amsterdam, Unknown/unspecified
Volume :
26
Pages :
201-211
Peer reviewed :
Peer reviewed
Focus Area :
Educational Sciences
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since 29 May 2020

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