Reference : Motivational interference in study-leisure conflicts: how opportunity costs affect th...
Scientific journals : Article
Social & behavioral sciences, psychology : Education & instruction
Educational Sciences
http://hdl.handle.net/10993/43306
Motivational interference in study-leisure conflicts: how opportunity costs affect the self-regulation of university students
English
Grund, Axel mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Luxembourg Centre for Educational Testing (LUCET)]
Fries, Stefan [Univ Bielefeld, Dept Educ Psychol, D-33615 Bielefeld, Germany.]
2012
Educational Psychology
Carfax Publishing
32
5
589-612
Yes (verified by ORBilu)
International
0144-3410
Abingdon
[en] university students ; motivational interference ; opportunity costs ; types of incentives
[en] We examined the effects of motivational interference resulting from tempting action alternatives among a sample of university students with respect to a new measure of different motivational qualities. Participants imagined themselves in a typical study-leisure conflict and provided information about their internal conflict experience in two scenarios: reading a course paper instead of meeting friends and vice versa. Participants then evaluated intrinsic, mastery, approach, avoidance, and external incentives for both activities. Confirmatory factor analyses yielded good model fits for the proposed five-factor incentive structure. In accordance with the idea of motivational interference, the incentives for meeting friends were positively related to experienced internal conflict while imagining studying, representing opportunity costs of learning. The same pattern was found for the opportunity costs that the participants had experienced while imagining meeting friends. In particular, intrinsic and approach incentives represented incremental opportunity costs of activity engagement, regardless of whether the dismissed activity was related to achievement or leisure. The findings highlight the need to apply a dynamic and context-sensitive perspective on achievement motivation to the context of higher education.
Researchers
http://hdl.handle.net/10993/43306
10.1080/01443410.2012.674005

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