Less Is Sometimes More: Goal Content Matters

Autor/inn/en	Vansteenkiste, Maarten; Simons, Joke; Lens, Willy; Soenens, Bart; Matos, Lennia; Lacante, Marlies
Titel	Less Is Sometimes More: Goal Content Matters
Quelle	In: Journal of Educational Psychology, 96 (2004) 4, S.755-764 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
Schlagwörter	Persistence; Student Motivation; Goal Orientation; Student Educational Objectives; Mastery Learning; Incentives; Learning Activities + Suchen Sie Ihr Suchwort? Ausdauer; Schulische Motivation; Zielorientierung; Zielvorstellung; Anreiz; Lernaktivität
Abstract	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. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10