The conflict between on-task and off-task actions in the classroom and its consequences for motivation and achievement |
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| Authors: | Britta Kilian Manfred Hofer Stefan Fries Claudia Kuhnle |
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| Institution: | (1) Department of Educational Psychology, University of Mannheim, 68131 Mannheim, Germany;(2) Department of Psychology, Bielefeld University, Postfach 10 01 31, 33501 Bielefeld, Germany |
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| 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. |
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