Abstract
Based on Inglehart’s (1997) idea that the importance of modern values is challenged by a growing importance of postmodern values in postindustrialised sociaties, we analyse the consequences of students’ attempts to integrate (modern) achievement values and (postmodern) well-being values. Since opportunities for value integration are limited, students should frequently experience conflicts, whether to work for school or to engage in free time activities. In a questionnaire study, students (n=184) showed mostly high scores in both, achievement and well-being values. Value conflict — measured by a specific conflict formula — was related to the frequency of action conflicts as well as to the reported difficulty to decide which action to pursue. Values predicted the students’ school-related decisions. Furthermore, students with high achievement values reported better performance in school-related tasks than students with high well-being values. Finally, values were systematically related to time investment and grades.
Résumé
Fondé sur l’idée d’Inglehart (1997), que l’importance des valeurs modernes est challengée par les valeurs postmodernes aux sociétés postindustrielles, nous analysons la situation des étudiants contemporains qui cherchent d’intégrer les valeurs (moderne) de puissance et les valeurs (postmoderne) de bien-être. Ces étudiants ont souvent des conflits motivationnelles en choisissant de faire soit le travail pour l’école soit s’engager aux loisirs. Dans une investigation de questionnaire (n=184) étudiants ont montré souvent des scores hauts en valeurs de puissance et en valeurs de bien-être. Le conflit de valeur — mesuré par une formule de conflit — était associé avec la fréquence des conflits motivationnelles et avec la difficulté de choisir quelle action on soit faire. Des valeurs ont prévu les décisions d’étudiants, qu’ils ont pris en relation avec l’école. En plus, les étudiants avec des hautes valeurs de puissance ont indiqué une performance mieux aux devoirs d’école que les étudiants avec des hautes valeurs de bien-être. Finalement, des valeurs étaient associées systématiquement á l’investissement de temps et aux notes.
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The study presented in this paper was supported by the research grant HO 649/17-1 by the German Research Foundation.
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Fries, S., Schmid, S., Dietz, F. et al. Conflicting values and their impact on learning. Eur J Psychol Educ 20, 259–273 (2005). https://doi.org/10.1007/BF03173556
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DOI: https://doi.org/10.1007/BF03173556