Abstracts - Earli

perspective regarding leisure time is negatively related with the development in self-regulatedlearning behaviour and academic achievement.The reciprocal relation between values and motivational interference during learning and leisureManfred Hofer, University of Mannheim, GermanySebastian Schmid, University of Mannheim, GermanyStefan Fries, University of Mannheim, GermanyThe reciprocal relationship between values and motivational interference is studied longitudinallywith a two-year interval. At the first measurement, participants were 6th and 8th graders. Valueorientations were measured by value prototypes depicting typical modern (achievement-oriented)and post-modern (well-being oriented) students. Motivational interference during learning as wellas during leisure was assessed by a scenario technique, in which two situations of motivationalconflict were depicted. Pupils answered items indicating distractibility and mood when choosingthe school or the leisure option. In regression analyses, t1-measures of values and their interactionwere used as predictors for motivational interference at t2 while controlling for motivationalinterference at t1, and vice-versa. The higher pupils were in modern values, the lower theirmotivational interference was during learning after a school-leisure conflict, but only when postmodernvalues were low. Pupils high in modern values indicated higher motivational interferenceduring leisure but, again, only if they were low in post-modern values. These results are consistentwith the interpretation that values determine the experience of motivational conflict. Interestingly,motivational interference had an impact on values two years later. Pupils experiencing highdistractibility during learning consequently value the enjoyment of leisure time more than before.The more pupils enjoyed leisure, the less weight they consequently gave to academic goals. Pupilsobserving themselves as being highly absorbed in learning and not being distracted easilyeventually value learning outcomes as more important and grade down hedonic values. Insummary, pupils’ values lead their behaviour but foregoing experiences in a life area also shapetheir values.K 1931 August 2007 08:30 - 10:30Room: 0.100DSymposiumImprovement of learning and self-regulation with different methods ofself-monitoringChair: Michaela Glaeser-Zikuda, University of Freiburg, GermanyChair: Meike Landmann, Technical University of Darmstadt, GermanyOrganiser: Michaela Glaeser-Zikuda, University of Freiburg, GermanyOrganiser: Meike Landmann, Technical University of Darmstadt, GermanyDiscussant: Mary Ainley, University of Melbourne, AustraliaSelf-regulation skills are supportive to cope with changing environments as well with requirementsin context of learning and studying (Zimmerman, 2000). Self-monitoring understood as asystematic observation and documentation of thoughts, feelings and actions regarding goalattainment, is the basis of self-regulation (Bandura, 1982; Zimmerman, 2000). Clear evidence– 628 –