The Relationship Between School-Leisure Conflict and Educational and Mental Health Indexes: A Motivational Analysis
Référence bibliographique 
Ratelle, Catherine F., Vallerand, Robert J., Senécal, Caroline et Provencher, Pierre. 2005. «The Relationship Between School-Leisure Conflict and Educational and Mental Health Indexes: A Motivational Analysis ». Journal of Applied Social Psychology, vol. 35, no 9, p. 1800-1823.
Intentions : « The present study aims to study the motivational bases of such a conflict, as well as its relation to indexes of functioning at contextual (life domain) and general (dispositional) levels. » (p. 1801)
Questions/Hypothèses : « The purpose of the present study is to examine the motivational determinants of a conflict between leisure and education contexts, as well as its relation to educational outcomes and general well-being using a theoretical model based on previous conflict research. Specifically, it is predicted that a conflict between leisure and educational activities will result from the joint influence of students’ motivational orientations toward school and leisure. Self-determined contextual motivations toward leisure and education are expected to be associated with lower instances of conflict. The experience of a school–leisure conflict in turn will predict lower levels of academic functioning at cognitive (poorer concentration), behavioral (fewer intentions of persisting at school), and affective (feelings of hopelessness) levels. Finally, negative academic outcomes are hypothesized to be associated with poorer indexes of mental health (depressive symptoms, global life satisfaction). » (p. 1803)
Échantillon/Matériau : 658 étudiants (367 hommes et 291 femmes) de cégeps de la région de Montréal
Instruments : - Leisure Motivation Scale (LMS; Pelletier et al., 1996); - Academic Motivation Scale (AME; Vallerand et al., 1989); - School-Leisure Conflict Scale; - Concentration at School (Vallerand et al., 1989); - Intention to pursue studies (Vallerand et al., 1989) - Academic Hopelessness Scale, adapted from the Beck Hopelessness Scale (BHS, Beck & Steer, 1988); - Hopkins Symptom Check List (HSCL - shortened version, Derogatis et al., 1974); - Satisfaction With Life Scale (SWLS; Diener et al., 1985).
Type de traitement des données : Analyse statistique
« 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). » (p. 1800)