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ERIC Number: EJ796354
Record Type: Journal
Publication Date: 2008-May
Pages: 11
Abstractor: Author
Reference Count: 56
ISSN: ISSN-0022-0663
Does Extrinsic Goal Framing Enhance Extrinsic Goal-Oriented Individuals' Learning and Performance? An Experimental Test of the Match Perspective versus Self-Determination Theory
Vansteenkiste, Maarten; Timmermans, Tinneke; Lens, Willy; Soenens, Bart; Van den Broeck, Anja
Journal of Educational Psychology, v100 n2 p387-397 May 2008
Previous work within self-determination theory has shown that experimentally framing a learning activity in terms of extrinsic rather than intrinsic goals results in poorer conceptual learning and performance, presumably because extrinsic goal framing detracts attention from the learning activity and is less directly satisfying of basic psychological needs. According to the match perspective, experimental extrinsic, compared to intrinsic, goal framing should enhance learning and performance for learners who personally hold a stronger extrinsic than intrinsic goal orientation, as these learners' personally held goals match with the situationally induced goals. An experimental field study among 5th-6th grade children shows that extrinsic goal framing resulted in poorer autonomous motivation, conceptual (but not rote) learning, and persistence compared to intrinsic goal framing, irrespective of participants' personal intrinsic versus extrinsic goal orientations and their spontaneous perception of the learning activity as serving an intrinsic or an extrinsic goal. The authors conclude that teachers can best promote intrinsic goals, even when facing students who personally hold a stronger extrinsic than intrinsic goal orientation. (Contains 3 tables and 3 footnotes.)
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 5; Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Belgium