Individual values, motivational conflicts, and learning for school

In a self-report study, students (N = 704, mean age: 13.5 years) were confronted with two scenarios, depicting situations of motivational conflict. They were asked to choose between a school and a leisure activity. A model was tested with value orientations as determinants and successful self-regulation as the consequence of the decision reached after a motivational conflict. The results showed that value orientations were related to the choice of activities in motivational conflict. Value orientations and decisions also predicted successful self-regulation in the school-related activity. Furthermore, value orientations and self-regulation were positively related to time invested in learning. Direct and indirect effects of value orientations explained high percentages of learning regulation and study time.