Value Orientations and Action Conflicts in Students' Everyday Life: An Interview Study

Autor/inn/en	Schmid, Sebastian; Hofer, Manfred; Dietz, Franziska; Reinders, Heinz; Fries, Stefan
Titel	Value Orientations and Action Conflicts in Students' Everyday Life: An Interview Study
Quelle	In: European Journal of Psychology of Education, 20 (2005) 3, S.243-257 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
Schlagwörter	Learning Processes; Leisure Time; Student Attitudes; Values; Achievement; Well Being; Conflict; Interviews; Qualitative Research; Synthesis; Foreign Countries; Educational Environment; Phenomenology; Germany + Suchen Sie Ihr Suchwort? Learning process; Lernprozess; Freizeit; Schülerverhalten; Wertbegriff; Performance; Leistung; Well-being; Wellness; Wohlbefinden; Konflikt; Interviewing; Interviewtechnik; Qualitative Forschung; Ausland; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Phenomenological psychology; Phänomenologie; Psychologie; Deutschland
Abstract	The assumption that today's German students are able to successfully combine synthesis achievement values and well-being values appears to be overly optimistic when regarded from the perspective of motivational psychology. The results of a qualitative-quantitative interview study with 25 students indicate that achievement and well-being values may come into conflict in everyday life. Incentives for achievement and well-being rarely co-occur in the same action domains. Whereas the school context is dominated by achievement incentives, leisure time is dominated by well-being incentives. Since both achievement and well-being are appreciated by most students, they should be prone to experience frequent everyday action conflicts. The motivational characteristics of postdecisional action conflicts are described on the phenomenal level and their possible impairing effects for learning processes are pointed out. Finally, alternative forms of value synthesis, which might be realized more successfully, are discussed. (Contains 1 table and 3 notes.) (Author).
Anmerkungen	Instituto Superior de Psicologia Aplicada. Rua Jardim do Tabaco, 34, Lisboa 1149-041, Portugal. Tel: +351-21-881-1700; Fax: +351-21-886-0954; Web site: http://www.ispa.pt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10