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Intrinsic Versus Extrinsic Goal Contents in Self-Determination Theory: Another Look at the Quality of Academic Motivation

Vansteenkiste, Maarten, Lens, Willy, Deci, Edward L.·2006·Educational Psychologist
DOI 10.1207/s15326985ep4101_4
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Abstract

Examination of motivational dynamics in academic contexts within self-determination theory has centered primarily around both the motives (initially intrinsic vs. extrinsic, later autonomous vs. controlled) that regulate learners' study behavior and the contexts that promote or hinder these regulations. Less attention has been paid to the goal contents (intrinsic vs. extrinsic) that learners hold and to the different goal contents that are communicated in schools to increase the perceived relevance of the learning. Recent field experiments are reviewed showing that intrinsic goal framing (relative to extrinsic goal framing and no-goal framing) produces deeper engagement in learning activities, better conceptual learning, and higher persistence at learning activities. These effects occur for both intrinsically and extrinsically oriented individuals. Results are discussed in terms of self-determination theory's concept of basic psychological needs for autonomy, competence, and relatedness.

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Metadata

Authors
Vansteenkiste, M., Lens, W., & Deci, E. L.
Venue
Educational Psychologist
Publisher
Informa UK Limited
Published
2006-03
Volume
41
Issue
1
Pages
19-31
ISSN
  • 0046-1520
  • 1532-6985
DOI
10.1207/s15326985ep4101_4
Cited by
1,044
References
20
Language
en

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CoChat. (2026). Citation check: Intrinsic Versus Extrinsic Goal Contents in Self-Determination Theory: Another Look at the Quality of Academic Motivation. https://app.cochat.ai/papers/10.1207/s15326985ep4101_4
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Vansteenkiste, M., Lens, W., & Deci, E. L. (2006). Intrinsic Versus Extrinsic Goal Contents in Self-Determination Theory: Another Look at the Quality of Academic Motivation. Educational Psychologist. https://doi.org/10.1207/s15326985ep4101_4