ERIC Number: EJ685687
Record Type: Journal
Publication Date: 2005-Mar
Pages: 19
Abstractor: Author
ISBN: N/A
ISSN: ISSN-0009-3920
EISSN: N/A
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
Child Development, v76 n2 p483-501 Mar 2005
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.
Descriptors: Field Studies, Adolescents, Rote Learning, Obesity, Control Groups, Student Motivation, Goal Orientation, Concept Formation, Learning Activities, Interpersonal Attraction, Health
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A