Less Is Sometimes More Goal Content Matters

• Published in: Journal of educational psychology Vol. 96; no. 4; pp. 755 - 764
• Main Authors: Vansteenkiste, Maarten, Simons, Joke, Lens, Willy, Soenens, Bart, Matos, Lennia, Lacante, Marlies
• Format: Journal Article
• Language: English
• Published: Washington, DC American Psychological Association 01-12-2004
• Subjects: Biological and medical sciences; Educational psychology; Female; Fundamental and applied biological sciences. Psychology; Goal Orientation; Goal setting; Goals; Human; Incentives; Individual Differences; Learning; Learning Activities; Male; Mastery Learning; Motivation; Persistence; Psychological Theories; Psychology. Psychoanalysis. Psychiatry; Psychology. Psychophysiology; Pupil and student. Academic achievement and failure; Self-Determination; Stress; Student Attitudes; Student Educational Objectives; Student Motivation; Utility Theory; Human; Goal; Motivation; Academic learning; Student; Young adult
• ISSN: 0022-0663; 1939-2176
• DOI: 10.1037/0022-0663.96.4.755

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.