The Conflict between On-Task and Off-Task Actions in the Classroom and Its Consequences for Motivation and Achievement

Autor/inn/en	Kilian, Britta; Hofer, Manfred; Fries, Stefan; Kuhnle, Claudia
Titel	The Conflict between On-Task and Off-Task Actions in the Classroom and Its Consequences for Motivation and Achievement
Quelle	In: European Journal of Psychology of Education, 25 (2010) 1, S.67-85 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-009-0007-8
Schlagwörter	Conflict; Student Motivation; Time on Task; Academic Achievement; Prediction; Grades (Scholastic); Questionnaires; Student Behavior; Goal Orientation; Secondary School Students; Leisure Time; Classroom Environment + Suchen Sie Ihr Suchwort? Konflikt; Schulische Motivation; Zeitaufwand; Schulleistung; Vorhersage; Notenspiegel; Fragebogen; Student behaviour; Schülerverhalten; Zielorientierung; Zielvorstellung; Sekundarschüler; Freizeit; Klassenklima; Unterrichtsklima
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10