Conflicting values and their impact on learning |
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| Authors: | Stefan Fries Sebastian Schmid Franziska Dietz Manfred Hofer |
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| Institution: | (1) Department of Educational Psychology, University of Mannheim, 68131 Mannheim, Germany;(2) Department of Psychology, Bielefeld University, Postfach 10 01 31, 33501 Bielefeld, Germany |
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| 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. |
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