Motivating Learning, Performance, and Persistence: The Synergistic Effects of Intrinsic Goal Contents and Autonomy-Supportive Contexts.

Abstract

Three field experiments with high school and college students tested the self-determination theory hypotheses that intrinsic (vs. extrinsic) goals and autonomy-supportive (vs. controlling) learning climates would improve students' learning, performance, and persistence. The learning of text material or physical exercises was framed in terms of intrinsic (community, personal growth, health) versus extrinsic (money, image) goals, which were presented in an autonomy-supportive versus controlling manner. Analyses of variance confirmed that both experimentally manipulated variables yielded main effects on depth of processing, test performance, and persistence (all ps <.001), and an interaction resulted in synergistically high deep processing and test performance (but not persistence) when both intrinsic goals and autonomy support were present. Effects were significantly mediated by autonomous motivation.

The antecedents and consequences of autonomous self‐regulation for college: A self‐determination theory perspective on socialization

“…Although socializers may believe that pressuring adolescents into compliance is effective in accomplishing socialization, such controlling practices tend to hinder internalization and thwart the adolescents' development of autonomy and well-being (Grolnick & Ryan, 1989;Vansteenkiste, Simons, Lens, Sheldon, & Deci, 2004). Similarly, thwarting of the need for relatedness has also been found to yield negative consequences for autonomous self-regulation and well-being (e.g., Ryan et al, 1994).…”

Can empathy lead to emotional exhaustion in teachers? The mediating role of emotional labor

“…Moreover, the emotional display rules imposed by schools are not as strict and precise as in case of other, especially commercial organizations. The deficiency of external rewards and weak control over teachers' emotions may increase their internal motivation to regulate their affective states at work [22,23]. This suggests that teachers may perform emotional labor due to their work ethics rather than organizational rules and regulations.…”

Teacher–student interpersonal relationships and academic motivation within one school year: developmental changes and linkage

“…Academic motivation was measured by means of the questionnaire of motivational dimensions (Vansteenkiste, Simons, Lens, Sheldon, & Deci, 2004). The questionnaire Table 1.…”

“…Following Vansteenkiste et al (2004), composite scores for controlled motivation (a ¼ 0.81-0.84) were constructed by averaging external and introjected motivation scales, and autonomous motivation (a ¼ 0.87-0.90) was generated from the average of identified and intrinsic motivation scales. Checks of validity of this measure were conducted in our previous study (Maulana, Opdenakker, Den Brok, & Bosker, 2011;Vansteenkiste et al, 2004) and show a good property of the measure.…”