Perceiving Others as Intrinsically or Extrinsically Motivated: Effects on Expectancy Formation and Task Engagement

Abstract

In Study 1, participants who read about an extrinsically motivated target expected that task engagement would be less enjoyable and associated with less positive affect and that there would be poorer quality of interpersonal relations, compared with participants reading about an intrinsically motivated target. These effects were reversed when additional information disconfirmed initial perceptions of the target's motivation. In Study 2, participants who were taught a skill by an extrinsically motivated (paid) target reported lower interest in learning and lower task enjoyment than those taught by an intrinsically motivated (volunteer) target, despite receiving identical lessons and learning to the same criterion level. Lower levels of interest, task enjoyment, and positive mood "infected" a second learner when the first participant attempted to teach him or her the same skill. Results support a model linking social perception, expectancy formation, and motivational orientations toward activities.

Teachers’ Motivation in the Classroom

“…As shown by Wild, Enzle, Nix, and Deci ( 1997 ) and Radel, Sarrazin, Legrain, and Wild ( 2010 ), participants who were taught a skill by a non-selfdetermined teacher reported lower interest in learning and lower task enjoyment than those taught by a self-determined teacher, despite receiving the same standardized lesson. A study by Garbarino ( 1975 ) suggests that this may be related to changes in subtle change in teacher's behavior that are related to their motivation.…”

Subliminal priming of motivational orientation in educational settings: Effect on academic performance moderated by mindfulness

“…For example, merely hearing the voice of motivated person without consciously paying attention was sufficient to affect participants' motivation (Radel, Sarrazin, & Pelletier, 2008). In a learning context, Wild, Enzle, Nix and Deci (1997) ACCEPTED MANUSCRIPT…”

Student teachers' achievement goal orientations during teacher studies: Antecedents, correlates and outcomes

“…The beneficial effects of intrinsically motivated teachers (Wild, Enzle, Nix, & Deci, 1997) and teachers who promote mastery goals among their students (Urdan, Midgley, & Anderman, 1998) have been found in their students' enjoyment, interest, and help-seeking behaviors (Ames, 1992;Butler & Shibaz, 2008).…”