Examining the motivational impact of intrinsic versus extrinsic goal framing and autonomy-supportive versus internally controlling communication style on early adolescents' academic achievement.
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.
Vansteenkiste
Maarten
M
Department of Psychology, University of Leuven, Belgium. Maarten.Vansteenkiste@psy.kuleuven.ac.be <Maarten.Vansteenkiste@psy.kuleuven.ac.be>
Simons
Joke
J
Lens
Willy
W
Soenens
Bart
B
Matos
Lennia
L
D000124:Achievement; D000293:Adolescent; D002648:Child; D003142:Communication; D003210:Concept Formation; D005260:Female; D006040:Goals; D006801:Humans; D007389:Internal-External Control; D007858:Learning; D008297:Male; D009042:Motivation; D026684:Personal Autonomy; D012944:Social Support