Value orientations and motivational interference in school-leisure conflict: The case of Vietnam

Motivational interference in school-leisure conflict and learning outcomes: The differential effects of two value conceptions

“…For the experience of motivational interference during leisure the opposite pattern was found. These findings are in line with those of other studies using the two value orientations Hofer et al, 2007;Hofer et al, 2010) and they show that the impact of value orientations is beyond that of the other value predictors, which is an important finding. This additional prediction is probably due to the fact that the measures used in the present study were specifically tailored to the situation of a school-leisure conflict, since they are assessed with descriptions of students, and the dependent variables are school-specific.…”

“…Specifically, within the Schwartz set of values, the highest correlation was the one between Power and Achievement (r ¼ 0.53) and the correlation between Achievement value orientation and Well-being value orientation was r ¼ À0.43. The latter relationship has also been found in different samples Hofer et al, 2007;Hofer et al, 2010) and points to the fact that the two value orientations are not completely independent. However, as quite a lot of students indicated in their responses that they regarded themselves as being similar to the prototypes of both value orientations we would not regard them as opposite poles of one dimension.…”

“…Additionally, Well-being value orientation was expected to be positively related to motivational interference during studying and negatively to motivational interference during leisure and school marks (Hypothesis 3b). Following previous research evidence Hofer et al, 2007;Hofer et al, 2010) the strength of the relationship was expected to be higher for motivational interference variables than for school marks.…”

Patterns of success: first-year student success in multiple domains

“…According to sociological theories, conflict between study and social life might hinder students' success at university due to a lack of time, exhaustion, and rumination about their options (Bakker and Demerouti 2007). Motivational interference models suggest that when students have to choose between their studies and their social life, negative thoughts and feelings about the non-chosen option might hamper satisfaction with and performance in the chosen action (Höfer et al 2010). From a teleological perspective, students who experience conflict between their studies and social life must choose which of their goals they want to attain.…”