Study persistence and academic achievement as a function of the type of competing tendencies
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.
How to cite
Lens, W., Lacante, M., Vansteenkiste, M., y Herrera, D. (2005). Study persistence and academic achievement as a function of the type of competing tendencies. European Journal of Psychology of Education, 20(3), 275-287. doi:10.1007/BF03173557Publisher
Springer NetherlandsCategory / Subcategory
PendienteSubject
Related Resource(s)
https://link.springer.com/content/pdf/10.1007%2FBF03173557.pdfJournal
European Journal of Psychology of EducationISSN
0256-2928Collections
- Psicología [78]