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The Relationship Between School‐Leisure Conflict and Educational and Mental Health Indexes: A Motivational Analysis
Author(s) -
Ratelle Catherine F.,
Senècal Caroline,
Vallerand Robert J.,
Provencher Pierre
Publication year - 2005
Publication title -
journal of applied social psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.822
H-Index - 111
eISSN - 1559-1816
pISSN - 0021-9029
DOI - 10.1111/j.1559-1816.2005.tb02196.x
Subject(s) - psychology , deci , structural equation modeling , social psychology , mental health , life satisfaction , leisure time , multilevel model , test (biology) , developmental psychology , physical activity , medicine , physical medicine and rehabilitation , psychotherapist , paleontology , statistics , autonomy , mathematics , machine learning , political science , computer science , law , biology
The purpose of the present study was to test a motivational model that explains the relationship between school‐leisure conflict and indicators of educational functioning and mental health using structural equation modeling with a sample of college students. Results provided support for the proposed model. Experiencing a conflict between education and leisure contexts was negatively predicted by having a self‐determined motivation for school, while self‐determined motivation for leisure activities was unrelated to the experience of such a conflict. A school‐leisure conflict, in turn, was associated with poorer academic consequences (poor concentration at school, academic hopelessness, few intentions of pursuing in school), which were associated with higher levels of depression and low life satisfaction. Importantly, the proposed theoretical model was supported for both men and women. Results are discussed in terms of self‐determination theory (Deci & Ryan, 1985, 1991, 2000) and the hierarchical model of intrinsic and extrinsic motivation (Vallerand, 1997).