NDLI: The conflict between on-task and off-task actions in the classroom and its consequences for motivation and achievement

Please wait, while we are loading the content...

European Journal of Psychology of Education : Volume 32

European Journal of Psychology of Education : Volume 31

European Journal of Psychology of Education : Volume 30

European Journal of Psychology of Education : Volume 29

European Journal of Psychology of Education : Volume 28

European Journal of Psychology of Education : Volume 27

European Journal of Psychology of Education : Volume 26

European Journal of Psychology of Education : Volume 25

European Journal of Psychology of Education : Volume 25, Issue 4, December 2010

European Journal of Psychology of Education : Volume 25, Issue 3, September 2010

European Journal of Psychology of Education : Volume 25, Issue 2, June 2010

European Journal of Psychology of Education : Volume 25, Issue 1, March 2010

Self-perceived stability and change in children’s competence

Parental beliefs concerning development and education, family educational practices and children’s intellectual and academic performances

Search for autonomy in motor task learning in physical education university students

Sharing meanings in the music classroom

The conflict between on-task and off-task actions in the classroom and its consequences for motivation and achievement

Do age and gender make a difference in the relationship between intellectual styles and abilities?

Expression of self-concept and adjustment against repeated aggressions: the case of a longitudinal study on school bullying

Relations between impostor feelings and upward and downward identification and contrast among 10- to 12-year-old students

Using multidimensional Rasch analysis to validate the Chinese version of the Motivated Strategies for Learning Questionnaire (MSLQ-CV)

European Journal of Psychology of Education : Volume 24

European Journal of Psychology of Education : Volume 23

European Journal of Psychology of Education : Volume 22

European Journal of Psychology of Education : Volume 21

European Journal of Psychology of Education : Volume 20

European Journal of Psychology of Education : Volume 19

European Journal of Psychology of Education : Volume 18

European Journal of Psychology of Education : Volume 17

European Journal of Psychology of Education : Volume 16

European Journal of Psychology of Education : Volume 15

European Journal of Psychology of Education : Volume 14

European Journal of Psychology of Education : Volume 13

European Journal of Psychology of Education : Volume 12

The conflict between on-task and off-task actions in the classroom and its consequences for motivation and achievement

Content Provider	Springer Nature Link
Author	Kilian, Britta Hofer, Manfred Fries, Stefan Kuhnle, Claudia
Copyright Year	2009
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.Dans le présent ouvrage, les décisions des élèves en cas de conflits entre un comportement attentif et inattentif en classe ont été analysées en même temps que leurs sentiments durant cette interférence motivationnelle. L’hypothèse de travail était que l’orientation vers les valeurs de bien-être avait une corrélation positive tandis que celle vers les valeurs de réussite scolaire corrélait négativement avec la décision pour l’inattention en classe et que, avec une plus grande orientation vers le bien-être, l’élève se trouvait moins motivé dans la décision pour la réussite scolaire et plus motivé, s’il optait pour l’inattention et vice versa en cas d’orientation inverse. Il était supposé que cette interférence motivationnelle correspondait à des résultats scolaires inférieurs. Les données de 817 élèves (moyenne d’âge 13.44) dans 35 classes ont été collectionnées à l’aide d’un questionnaire d’autoévaluation et analysées en utilisant des modèles hiérarchiques linéaires. Ces analyses confirment les relations comme prévues. Toutes les relations étaient comparables aux relations de conflits entre le travail pour l’école et les activités de loisirs d’après-midi. Les résultats montrent que même si l’élève résiste à la tentation de l’inattention en classe, la seule possibilité du comportement inattentif peut gêner la motivation et la réussite scolaire.
Starting Page	67
Ending Page	85
Page Count	19
File Format	PDF
ISSN	02562928
Journal	European Journal of Psychology of Education
Volume Number	25
Issue Number	1
e-ISSN	18785174
Language	English
Publisher	Springer Netherlands
Publisher Date	2010-01-13
Publisher Place	Dordrecht
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Learning motivation Motivational interference Off-task behavior School–leisure conflict Value orientation Pedagogic Psychology Educational Psychology
Content Type	Text
Resource Type	Article
Subject	Education Developmental and Educational Psychology

Sl.	Authority	Responsibilities	Communication Details
1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
2	Indian Institute of Technology Kharagpur	Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project	https://www.iitkgp.ac.in
3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
5	Website/Portal (Helpdesk)	Queries regarding NDLI and its services	support@ndl.gov.in
6	Contents and Copyright Issues	Queries related to content curation and copyright issues	content@ndl.gov.in
7	National Digital Library of India Club (NDLI Club)	Queries related to NDLI Club formation, support, user awareness program, seminar/symposium, collaboration, social media, promotion, and outreach	clubsupport@ndl.gov.in
8	Digital Preservation Centre (DPC)	Assistance with digitizing and archiving copyright-free printed books	dpc@ndl.gov.in
9	IDR Setup or Support	Queries related to establishment and support of Institutional Digital Repository (IDR) and IDR workshops	idr@ndl.gov.in

The mediating role of socio-motivational support in the association between individual school self-concept and achievement motivation amongst adolescent students

Motivational goal orientation, perceptions of biology and physics classroom learning environments, and gender

Reciprocal relationships between value orientation and motivational interference during studying and leisure.

Conflicts between on-task and off-task behaviors in the classroom: the influences of parental monitoring, peer value orientations, students’ goals, and their value orientations

Examining the relationship between holistic/analytic style and classroom learning behaviors of high school students

Predictors and outcomes of situational interest during a science learning task

On the relationship between value orientation, valences, and academic achievement

Achievement goals in the classroom: Students’ learning strategies and motivation processes (1988)

The contribution of perceived classroom learning environment and motivation to student engagement in science

The conflict between on-task and off-task actions in the classroom and its consequences for motivation and achievement

Similar Documents

The mediating role of socio-motivational support in the association between individual school self-concept and achievement motivation amongst adolescent students

Motivational goal orientation, perceptions of biology and physics classroom learning environments, and gender

Reciprocal relationships between value orientation and motivational interference during studying and leisure.

Conflicts between on-task and off-task behaviors in the classroom: the influences of parental monitoring, peer value orientations, students’ goals, and their value orientations

Examining the relationship between holistic/analytic style and classroom learning behaviors of high school students

Predictors and outcomes of situational interest during a science learning task

On the relationship between value orientation, valences, and academic achievement

Achievement goals in the classroom: Students’ learning strategies and motivation processes (1988)

The contribution of perceived classroom learning environment and motivation to student engagement in science

The conflict between on-task and off-task actions in the classroom and its consequences for motivation and achievement