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

Vansteenkiste, M. et al.

Child development. VOL 76; NUMBER 2, ; 2005, 483-501 -- Blackwell Publishing Ltd (pages 483-501) -- 2005

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  • Title:
    Examining the Motivational Impact of Intrinsic Versus Extrinsic Goal Framing and Autonomy-Supportive Versus Internally Controlling Communication Style on Early Adolescents' Academic Achievement
  • Author: Vansteenkiste, M.;
    Simons, J.;
    Lens, W.;
    Soenens, B.;
    Matos, L.
  • Found In: Child development. VOL 76; NUMBER 2, ; 2005, 483-501
  • Journal Title: Child development.
  • Subjects: Medicine; Biotechnology; Pharmaceutical Chemistry; LCC: HQ750; Dewey: 612.65
  • Publication Details: Blackwell Publishing Ltd
  • Language: English
  • 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.
  • Identifier: Journal ISSN: 0009-3920
  • Publication Date: 2005
  • Physical Description: Electronic
  • Shelfmark(s): 3172.940000
  • UIN: ETOCRN165295893

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