Examining the Motivational Impact of Intrinsic Versus Extrinsic Goal Framing and Autonomy-Supportive Versus Internally Controlling Communication Style on Early Adolescents' Academic Achievement

Autor/inn/en	Vansteenkiste, Maarten; Simons, Joke; Lens, Willy; Soenens, Bart; Matos, Lennia
Titel	Examining the Motivational Impact of Intrinsic Versus Extrinsic Goal Framing and Autonomy-Supportive Versus Internally Controlling Communication Style on Early Adolescents' Academic Achievement
Quelle	In: Child Development, 76 (2005) 2, S.483-501 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2005.00858.x
Schlagwörter	Field Studies; Adolescents; Rote Learning; Obesity; Control Groups; Student Motivation; Goal Orientation; Concept Formation; Learning Activities; Interpersonal Attraction; Health + Suchen Sie Ihr Suchwort? Praxisforschung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Mechanisches Lernen; Adipositas; Schulische Motivation; Zielorientierung; Zielvorstellung; Concept learning; Begriffsbildung; Lernaktivität; Interpersonale Anziehung; Gesundheit
Abstract	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. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10