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ERIC Number: EJ685037
Record Type: Journal
Publication Date: 2004-Dec
Pages: 10
Abstractor: Author
ISBN: N/A
ISSN: ISSN-0022-0663
Less Is Sometimes More: Goal Content Matters
Vansteenkiste, Maarten; Simons, Joke; Lens, Willy; Soenens, Bart; Matos, Lennia; Lacante, Marlies
Journal of Educational Psychology, v96 n4 p755-764 Dec 2004
According to expectancy-value theories, increasing the utility value of a learning activity should result in higher motivation and better learning. In contrast, self-determination theory posits that the content of the future goals (intrinsic vs. extrinsic) that enhance the utility value of the learning activity needs to be considered as well. Contrast-cell analyses of an experimental study showed that double goal framing (intrinsic plus extrinsic) facilitated a mastery orientation, performance, and persistence and decreased a performance-approach orientation compared with extrinsic goal framing. However, double goal framing resulted in a less optimal pattern of outcomes compared with intrinsic goal framing, suggesting that the content of the provided goals matters. Goal content effects on both performance and persistence were fully mediated by mastery orientation.
American Psychological Association, 750 First Street, NE, Washington, DC 20002-4242. Tel: 800-374-2721 (Toll Free); Tel: 202-336-5510; TDD/TTY: 202-336-6123; Fax: 202-336-5502; e-mail: journals@apa.org.
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A