The Relationship Between School-Leisure Conflict and Educational and Mental Health Indexes: A Motivational Analysis

Catherine F. Ratelle · Caroline B. Senécal · Robert J. Vallerand · Pierre J. Provencher

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Recreation, Leisure, Wilderness Management Education, Achievement, and Giftedness Motivation and Self-Concept in Sports

Abstract

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).

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References

2000Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being.1998Principles and Practice of Structural Equation Modeling 2000The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior 1985The Satisfaction With Life Scale 1992Alternative Ways of Assessing Model Fit 1985Intrinsic Motivation and Self-Determination in Human Behavior 1990Comparative fit indexes in structural models.1980Significance tests and goodness of fit in the analysis of covariance structures.

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