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

Maarten Vansteenkiste · Joke Simons · Willy Lens · Bart Soenens · Lennia Matos

487 citations0/0 files storedChild Development

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Motivation and Self-Concept in Sports Education, Achievement, and Giftedness Innovative Teaching and Learning Methods

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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2008What makes lessons interesting? The role of situational and individual factors in three school subjects.2015Autonomy-Supportive Teaching: What It Is, How to Do It 2011Psychologically controlling teaching: Examining outcomes, antecedents, and mediators.2021Building a science of motivated persons: Self-determination theory’s empirical approach to human experience and the regulation of behavior.2013Students’ classroom engagement produces longitudinal changes in classroom motivation.

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