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

Producción científica: Contribución a una revistaArtículorevisión exhaustiva

343 Citas (Scopus)

Resumen

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.

Idioma originalInglés
Páginas (desde-hasta)483-501
Número de páginas19
PublicaciónChild Development
Volumen76
N.º2
DOI
EstadoPublicada - mar. 2005
Publicado de forma externa

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