Abstracts - Earli

working and leisure activities) is negative for students’ well-being and study outcomes. However,task characteristics and type of motivation to engage in out-of-school activities moderated thiseffect. Specifically, spillover was less negative, if extracurricular activities were performed in anautonomous way. To date the overall focus has been on the negative impact of combining studyingand out-of-school activities, however, out-of-school activities may be an invaluable contribution toundergraduates’ personal and professional development. It is important to consider the conditionsunder which role accumulation promotes enrichment to a greater extent than it promotes conflict.Theoretical and practical implications are discussed.I can resist everything except temptation: Effects of action orientation and listlessness onresistance to temptationNicola Baumann, University of Osnabrueck, GermanyLow resistance to temptation and high listlessness are two phenomena often observed ineducational settings. The author proposes an inverse relationship between listlessness andresistance to temptation for individuals who are low in self-motivation (i.e., state-orientedindividuals): Feeling listless, inert, and sluggish is expected to deprive state-oriented individualsfrom resources necessary to resist temptation. In contrast, individuals who are high in selfmotivation(i.e., action-oriented individuals) are expected to overcome states of reduced positiveaffect and to resist temptation despite feeling listless. Resistance to temptation was assessed byparticipants’ performance on a visual discrimination task during distraction compared to baselineepisodes. Consistent with expectations, listlessness was not associated with reduced resistance totemptation unless participants were state-oriented. Access to the "implicit self" is discussed as apotential mediator that helps action-oriented participants to overcome instances of listlessness andmotivate themselves to stay focused on boring tasks despite more interesting alternatives. Selfaccesswas assessed by a preference for own name letters. Consistent with assumptions,listlessness was associated with increased access to implicit self-representations in action-orientedparticipants. The mediation model, however, was not significant. The direct relationship betweenpredictor variables (listlessness and action orientation) remained significant when controlling forthe indicator of self-access.Effects of time perspectives regarding leisure time on the development of motivation for schooland academic achievement of students in the lowest level of secondary school in the NetherlandsIneke van der Veen, University of Amsterdam, NetherlandsThea Peetsma, University of Amsterdam, NetherlandsThis study focuses on effects of perspectives regarding leisure time on the development inmotivation for school and academic achievement of students in the lowest level of secondaryschool in the Netherlands. It is increasingly recognized that the learning context is an importantfactor in explaining students’ motivation for school. Often, the motivation for school of students inthe lowest school level has been reported to be quite low, and the percentage of early schoolleavers high. A possible explanation for a lower motivation is that perspectives on other domainsof life than school can interfere with students’ motivation for school. Non-academic goals maybecome in conflict with academic goals. Over 1500 12-13 year old students in year 1 and year 2participated in the study. In a period of 12 months a self-report questionnaire was administeredfour times during regular class time. The questionnaire included scales on long and short-termperspectives on leisure time, motivational beliefs and self-regulated learning behaviour.Furthermore, report marks were collected. Indeed we found that the long-term future time– 627 –