NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ877934
Record Type: Journal
Publication Date: 2010-Mar
Pages: 19
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0256-2928
The Conflict between On-Task and Off-Task Actions in the Classroom and Its Consequences for Motivation and Achievement
Kilian, Britta; Hofer, Manfred; Fries, Stefan; Kuhnle, Claudia
European Journal of Psychology of Education, v25 n1 p67-85 Mar 2010
The relations between students' value orientations, decisions in conflicts between on-task and off-task actions in the classroom, and experiences of motivational interference following these conflicts were investigated. It was expected that well-being value orientation was positively linked and achievement value orientation was negatively linked to decision for off-task behavior in such conflicts and that the higher students' well-being value orientation, the higher their motivational impairment when deciding for the on-task behavior and the lower when deciding for the off-task behavior. For achievement orientation, the relationships were predicted to be reversed. The experience of motivational interference while performing on-task behavior was, in turn, expected to be related to worse grades. Data from 817 students (mean age 13.44) from 35 classrooms were collected using self-report questionnaires and analyzed in a series of hierarchical linear models. Analyses showed the relationships as predicted. All relationships found were comparable to the relationships found for a conflict between school and leisure actions after class. Results point out that even if students resist the off-task temptation in class, the mere possibility of off-task behavior can impair motivation and achievement.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A