Motivating Learning, Performance, and Persistence: The Synergistic Effects of Intrinsic Goal Contents and Autonomy-Supportive Contexts.
Abstract
Three field experiments with high school and college students tested the self-determination theory hypotheses that intrinsic (vs. extrinsic) goals and autonomy-supportive (vs. controlling) learning climates would improve students' learning, performance, and persistence. The learning of text material or physical exercises was framed in terms of intrinsic (community, personal growth, health) versus extrinsic (money, image) goals, which were presented in an autonomy-supportive versus controlling manner. Analyses of variance confirmed that both experimentally manipulated variables yielded main effects on depth of processing, test performance, and persistence (all ps <.001), and an interaction resulted in synergistically high deep processing and test performance (but not persistence) when both intrinsic goals and autonomy support were present. Effects were significantly mediated by autonomous motivation.
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Interventions and randomized controlled field studies have manipulated self-concept or other motivation constructs, allowing for causal inferences.
“There have also been interventions and randomized controlled field studies in which either self-concept or other motivation constructs were manipulated (e.g., Savi et al., 2018;Vansteenkiste et al., 2004), thereby allowing for causal inferences.”
From Motivation-Achievement Cycles in Learning: a Literature Review and Research Agenda (2022) · cites this paper as Vansteenkiste et al., 2004
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- Authors
- Vansteenkiste, M., Simons, J., Lens, W., Sheldon, K. M., & Deci, E. L.
- Affiliations
- KU Leuven (BE)
- University of Missouri (US)
- University of Rochester (US)
- Venue
- Journal of Personality and Social Psychology
- Published
- 2004
- Volume
- 87
- Issue
- 2
- Pages
- 246-260
- ISSN
- 0022-3514 (ISSN-L)
- 1939-1315
- OpenAlex
- W1967605054
- Cited by
- 1,762
- References
- 53
- Citations by year
- 2026: 66 · 2025: 87 · 2024: 96 · 2023: 166 · 2022: 84 · 2021: 106 · 2020: 152 · 2019: 86 · 2018: 94 · 2017: 93 · 2016: 77 · 2015: 106 · 2014: 98 · 2013: 73 · 2012: 84
- FWCI
- 38.02
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Personality and Social Psychology (publishedVersion)
- PubMed (publishedVersion)
- Ghent University Academic Bibliography (Ghent University) (submittedVersion)
- Funders
- National Institute of Mental Health (MH59594, R01MH059594)
- Topics
- Social Sciences › Psychology › Social Psychology › Motivation and Self-Concept in Sports
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Keywords
- self-determination theory, intrinsic motivation, extrinsic motivation, autonomy support, autonomous motivation, learning persistence, test performance, levels of processing, goal framing, high school and college students
- MeSH terms
- Adolescent, Adult, Female, Goals, Humans, Learning, Male, Motivation, Surveys and Questionnaires, Personal Autonomy
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
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