Study and leisure interference as mediators between students' self-control capacities and their domain-specific functioning and general well-being |
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| Institution: | 1. IAP Institute of Applied Psychology, School of Applied Psychology, Zurich University of Applied Sciences (ZHAW), Pfingstweidstrasse 96, 8005 Zürich, Switzerland;2. Center of Salutogenesis, Division of Public and Organizational Health, Epidemiology, Biostatistics and Prevention Institute, University of Zurich, Switzerland |
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| Abstract: | Study interference (i.e., studying is interfered by enjoyable alternatives) and leisure interference (i.e., leisure time is interfered by duties) are investigated as separate mediators between students' self-control capacities and their overall functioning (N = 253). Based on the assumption that both conflict experiences are associated with domain-specific outcomes, we calculated multiple mediator models with several indicators of students' domain-specific functioning as criteria, self-control as predictor, and students' tendency to experience motivational interference during studying (TMIS) and during leisure time (TMIL) as parallel mediators. As predicted, TMIS was the strongest mediator for measures of academic functioning, whereas TMIL was the strongest mediator for leisure functioning. With regard to general well-being, TMIL was the more consistent mediator. Findings are in line with the assumption that students' self-regulation difficulties are not only important for academic contexts but also for leisure contexts, especially when concepts of successful development include students' strivings in various life domains. |
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| Keywords: | Leisure interference Mediation Study interference Student development Well-being |
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