Schule-Freizeit-Konflikte, Wertorientierungen und motivationale Interferenz in der Freizeit
Eine kulturübergreifende Studie
Abstract
Zusammenfassung. In einer Untersuchung an jugendlichen Schülern 1Der Begriff „Schüler” bezeichnet in diesem Beitrag Schülerinnen und Schüler.
Abstract. The relationship between students’ orientations, experience of conflicts between learning and leisure activities, and motivational interference during leisure time was investigated in a self-report study. Overall, 1282 adolescents, mostly from Catholic schools, in Germany (n = 491), Italy (n = 202), Croatia (n = 168), Mexico (n = 221), and India (n = 200) participated. We defined two value concepts for the purpose of the study: ”postmodern” and ”modern” value orientation. The samples varied substantially in value orientation, motivational interference during leisure time (experience of distraction and bad mood), and time invested in studying. ”Postmodern” value orientation was related positively to conflict frequency and experience of motivational interference and negatively to time investment. For ”modern” value orientation, the relations were reversed. Despite the considerable differences between the sample means, the study revealed some consistency in the associations between variables across the samples, which indicates that the assumed relationships can be generalized.
Literatur
1991). Multiple Regression: Testing and interpreting interactions. Newbury Park, CA: Sage.
(1999). Time use by adolescents in an international perspective II: The case of necessary activities. In , The adolescent experience (pp. 61–85). Mawah, NY: Erlbaum Associates.
(1974). The dynamics of achievement-oriented activity. In , Motivation and achievement (pp. 271–325). Washington, DC: Winston.
(2004). Handbook of self-regulation. Research, theory, and applications. New York: Guilford.
. (2001). Familiäre Lebensverhältnisse, Bildungsbeteiligung und Kompetenzerwerb. In , PISA 2000. Basiskompetenzen von Schülerinnen und Schülern im internationalen Vergleich (S. 323–407). Opladen: Leske + Budrich.
(2004). Inherent association between academic delay of gratification, future time perspective, and self-regulated learning. Educational Psychology Review, 16, 35–57.
(2006). Goal-directed behavior and contextual factors in the classroom: An innovative approach to the study of multiple goals. Educational Psychologist, 41, 33–51.
(2003). Persistenz und Zielablösung. Göttingen: Hogrefe.
(1996). Persönliche Ziele. Ein Überblick zum Stand der Forschung. Psychologische Rundschau, 47, 146–160.
(2004). Value structure at an early age. Swiss Journal of Psychology, 63, 31–41.
(2005). The world factbook. Verfügbar unter: https://www. cia.gov/cia/publications/factbook/index.html [06.12.2006].
(2003). Italian adolescents and leisure: The role of engagement and optimal experience. In , Examining adolescent leisure time across cultures. New Directions for Child and Adolescent Development, Vol. 99 (pp. 79–93). San Francisco: Jossey-Bass.
(2006). Warum Schüler manchmal nicht lernen. Der Einfluss attraktiver Alternativen auf Lernmotivation und Leistung. Frankfurt/M: Lang.
(2007). Individual values, learning routines, and academic procrastination. British Journal of Educational Psychology, 77, 893–906.
(2005). Lernen oder Freunde treffen? Lernmotivation unter den Bedingungen multipler Handlungsoptionen. Zeitschrift für Pädagogische Psychologie, 19, 173–189.
(1985). Entwicklungsaufgaben im Jugendalter: Bedeutsamkeit und Bewältigungskonzepte. In , Entwicklungsaufgaben und Bewältigungsprobleme in der Adoleszenz (S. 56–70). Göttingen: Hogrefe.
(2007). Learning in the face of temptations. The case of motivational interference. Journal of Experimental Education, 76, 93–112.
(in press ). Motivational interference in learning: The impact of leisure alternatives on subsequent self-regulation. Contemporary Educational Psychology, (2008). Available: doi:10.1016/j.cedpsych. 2007.10.001.2007). Lernen bei attraktiven Handlungsalternativen: Das Phänomen der motivationalen Interferenz. Zeitschrift für Pädagogische Psychologie, 21, 271–281.
(2005). Conflicting values and their impact on learning. European Journal of Psychology of Education, 20, 259–274.
(1997). Zur Funktionsanalyse des Willens: Integration kognitions-, motivations- und neuropsychologischer Perspektiven. Psychologische Beiträge, 39, 375–412.
(1997). The influence of a waiting intention on action performance: Efficiency impairment and volitional protection in tasks of varying difficulty. Acta Psychologica, 97, 167–182.
(1999). Do Asian and Western students learn in a different way? An empirical study on motivation, study time, and learning strategies of German and Vietnamese University students. Asia Pacific Journal of Education, 19, 30–44.
(2007). Lernen innerhalb und außerhalb der Schule aus interkultureller Perspektive. In , Anwendungsfelder der kulturvergleichenden Psychologie (S. 187–277). Göttingen: Hogrefe.
(2004). Schüler wollen für die Schule lernen, aber auch anderes tun. Theorien der Lernmotivation in der Pädagogischen Psychologie. Zeitschrift für Pädagogische Psychologie, 18, 79–92.
(2008). Interest development and motivational conflict: A critical analysis from the perspective of adolescence research.
(Unpublished manuscript .2007a, August). The reciprocal relationship between values and motivational interference during learning and leisure. Vortrag gehalten auf der 12. Biennial Conference der EARLI in Budapest.
(2007b). Individual values, motivational conflicts, and learning for school. Learning and Instruction, 17, 17–28.
(2005). Cultures and Organizations: Software of the Mind. Intercultural cooperation and its importance for survival. New York: McGraw-Hill.
(1998). Modernisierung und Postmodernisierung. Frankfurt: Campus.
(2000). Modernization, cultural change, and the persistence of traditional values. American Sociological Review, 65, 19–51.
(2005). Modernization, cultural change, and democracy. New York: Cambridge University Press.
(2007). IAU Online Databases. Verfügbar unter www.unesco.org/iau/onlinedatabases/index.html [17.05.2007].
(2002). An educational-psychological theory of interest and its relation to SDT. In , Handbook of self-determination research (pp. 405–427). Rochester, NY: University of Rochester Press.
(1999). How children and adolescents spend time across the world: Work, play, and developmental opportunities. Psychological Bulletin, 125, 701–736.
(2005). Study persistence and academic achievement as a function of the type of competing motivational tendencies. European Journal of Psychology of Education, 20, 275–287.
(2006). Persönliche Ziele junger Erwachsener. Münster: Waxmann.
(2004). Die Kunst der Selbstmotivierung. Neue Erkenntnisse der Motivationsforschung praktisch nutzen. Stuttgart: Kohlhammer.
(1999). A hot/cool-system analysis of delay of gratification. Dynamics and willpower. Psychological Review, 106, 3–19.
(2006). The great value divide – Testing Hofstede’s convergence assumption. In , Globalization, value change, and generations. A cross–national and intergenerational perspective (pp. 251–272). Brill: Leiden.
(2003). Trainingsprogramm zur Förderung der Selbstregulationskompetenz von Schülern der achten Gymnasialklasse. Unterrichtswissenschaft, 31, 23–37
(2005). School factors related to quality and equity. Results from PISA 2000. Paris: OECD.
(2005). The relationship between school-leisure conflict and educational and mental health indexes: A motivational analysis. Journal of Applied Social Psychology, 35, 1800–1823.
(2003). Wertewandel, schulische Lernmotivation und das doppelte Jugendmoratorium. In , Jugendzeit – Time out? Zur Ausgestaltung des Jugendalters als Moratorium (S. 237–256). Opladen: Leske + Budrich.
(2006). Intrinsische Motivation und Flow-Erleben. In , Motivation und Handeln (S. 331–354). Heidelberg: Springer.
(2003). Education of adolescents in India: Context and constraints. In , International perspectives on adolescence (pp. 343–365). Greenwich, CT: Information Age Publishing.
(2006). Die Theorie motivationaler Handlungskonflikte – empirische Untersuchungen und praktische Konsequenzen. In , Untersuchungen zur Bildungsqualität von Schule. Abschlussbericht des DFG-Schwerpunktprogramms (S. 398–413). Münster: Waxmann.
(2005). Value orientations and everyday action conflicts: An interview study. European Journal of Psychology of Education, 20, 243–258.
(2001). Extending the cross-cultural validity of the theory of basic human values with a different method of measurement. Journal of Cross-Cultural Psychology, 32, 519–542.
(1997). Sequentielle und imperative Konzepte des Willens. Psychologische Beiträge, 39, 346–369.
(1990). Contexts of achievement. Monographs of the Society for Research in Child Development, 55, 1–119.
(1998). The shifting basis of life satisfaction judgments across cultures: Emotions versus norms. Journal of Personality and Social Psychology, 74, 482–493.
(2003). The relationship between homework and achievement – Still much of a mystery. Educational Psychology Review, 15, 115–145.
(1997). Was tun Kinder und Jugendliche in ihrer Freizeit? In , Kinder und Jugendliche heute: belastet – überlastet? (S. 69–90). Chur: Rüegger.
(2003). Cultural continuity and amid social change: Adolescents’ use of free time in India. In , Examining adolescent leisure time across cultures. New Directions for Child and Adolescent Development, Vol. 99 (pp. 37–51). San Francisco: Jossey-Bass.
(2002). School stress in India: Effects on time and daily emotions. International Journal of Behavioral Development, 26, 500–508.
(1996). Experimental personality designs: Analyzing categorical by continuous variable interactions. Journal of Personality, 64, 1–47.
(2000). Selection, optimization, and compensation: An action-related approach to work and partnership. Journal of Vocational Behavior, 57, 273–300.
(2002). Studienbezogenes Handeln im Kontext eines entwicklungspsychologischen Meta-Modells. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 34, 80–94.
(2008). Das Selbstmanagement-Tagebuch: Ein webbasiertes Programm zur Unterstützung der Lernregulation im (Fern)Studium. Psychologie in Erziehung und Unterricht, 55, 152–158.
(2002). Habits in everyday life: Thought, emotion, and action. Journal of Personality and Social Psychology, 82, 1281–1297.
(2003). The importance of goal disengagement in adaptive self-regulation: When giving up is beneficial. Self and Identity, 2, 1–20.
(