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Examining the Motivational Impact of Intrinsic Versus Extrinsic Goal Framing and Autonomy-Supportive Versus Internally Controlling Communication Style on Early Adolescents' Academic Achievement

Vansteenkiste, Maarten, Simons, Joke, Lens, Willy, Soenens, Bart, Matos, Lennia·2005·Child Development
DOI 10.1111/j.1467-8624.2005.00858.x
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Abstract

The present experimental research examined whether framing early adolescents' (11- to 12-year-olds) learning activity in terms of the attainment of an extrinsic (i.e., physical attractiveness) versus intrinsic (i.e., health) goal and communicating these different goal contents in an internally controlling versus autonomy-supportive way affect performance. Both conceptual and rote learning were assessed. Three experimental field studies, 2 among obese and 1 among nonobese participants, confirmed the hypothesis that extrinsic goal framing and internal control undermine conceptual (but not rote) learning, even in comparison with a control group. Study 3 indicated that the positive effect of intrinsic goal framing on conceptual learning was mediated by task involvement, whereas the positive effect of autonomy-supportive communication style on conceptual learning was mediated by relative autonomous motivation.

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Metadata

Authors
Vansteenkiste, M., Simons, J., Lens, W., Soenens, B., & Matos, L.
Affiliations
University of Leuven
Venue
Child Development
Publisher
Oxford University Press (OUP)
Published
2005-03-01
Volume
76
Issue
2
Pages
483-501
ISSN
  • 0009-3920
  • 1467-8624
DOI
10.1111/j.1467-8624.2005.00858.x
Cited by
326
References
10
Language
en
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