Study Persistence and Academic Achievement as a Function of the Type of Competing Tendencies

Autor/inn/en	Lens, Willy; Lacante, Marlies; Vansteenkiste, Maarten; Herrera, Dora
Titel	Study Persistence and Academic Achievement as a Function of the Type of Competing Tendencies
Quelle	In: European Journal of Psychology of Education, 20 (2005) 3, S.275-287 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
Schlagwörter	Persistence; Leisure Time; Academic Achievement; Student Motivation; Study Habits; Student Attitudes; Influences; Learning Activities; Student Employment; Hypothesis Testing; Foreign Countries; Postsecondary Education; Extracurricular Activities; Statistical Analysis; Higher Education; Correlation; Time Management; Belgium; Learning and Study Strategies Inventory + Suchen Sie Ihr Suchwort? Ausdauer; Freizeit; Schulleistung; Schulische Motivation; Study behavior; Study behaviour; Studienverhalten; Schülerverhalten; Influence; Einfluss; Einflussfaktor; Lernaktivität; Studentenarbeit; Hypothesenprüfung; Hypothesentest; Ausland; Post-secondary education; Tertiäre Bildung; Außerunterrichtliche Aktivität; Statistische Analyse; Hochschulbildung; Hochschulsystem; Hochschulwesen; Korrelation; Zeitmanagement; Belgien
Abstract	In order to understand and predict students' achievement and persistence at learning activities, many contemporary motivational models consider how much students are motivated for their school work. However, students' achievement and persistence might not only be affected by their amount of study motivation, but also by the motivation to engage in competing alternative activities, as suggested three decades ago by Atkinson and Birch in their "Dynamics of Action" (1970). Building on this line of theorizing, the present contribution indicates that it is not only instructive to consider the level of students' motivation for these competing activities, but also the type of activities they engage in, that is leisure vs. working activities. Two studies demonstrated that whereas time spent on working activities is inversely related to study motivation, attitude, persistence and academic achievement, such relationships were not found for leisure time engagement. Spending some time on leisure time activities does not interfere with optimal learning. (Contains 7 tables and 1 note.) (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