Access

You are not currently logged in.

Access your personal account or get JSTOR access through your library or other institution:

login

Log in to your personal account or through your institution.

If You Use a Screen Reader

This content is available through Read Online (Free) program, which relies on page scans. Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.

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

Maarten Vansteenkiste, Joke Simons, Willy Lens, Bart Soenens and Lennia Matos
Child Development
Vol. 76, No. 2 (Mar. - Apr., 2005), pp. 483-501
Published by: Wiley on behalf of the Society for Research in Child Development
Stable URL: http://www.jstor.org/stable/3696516
Page Count: 19
  • Read Online (Free)
  • Download ($34.00)
  • Subscribe ($19.50)
  • Cite this Item
Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Examining the Motivational Impact of Intrinsic versus Extrinsic Goal Framing and Autonomy-Supportive versus Internally Controlling Communication Style on Early Adolescents' Academic Achievement
Preview not available

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.

Page Thumbnails

  • Thumbnail: Page 
[483]
    [483]
  • Thumbnail: Page 
484
    484
  • Thumbnail: Page 
485
    485
  • Thumbnail: Page 
486
    486
  • Thumbnail: Page 
487
    487
  • Thumbnail: Page 
488
    488
  • Thumbnail: Page 
489
    489
  • Thumbnail: Page 
490
    490
  • Thumbnail: Page 
491
    491
  • Thumbnail: Page 
492
    492
  • Thumbnail: Page 
493
    493
  • Thumbnail: Page 
494
    494
  • Thumbnail: Page 
495
    495
  • Thumbnail: Page 
496
    496
  • Thumbnail: Page 
497
    497
  • Thumbnail: Page 
498
    498
  • Thumbnail: Page 
499
    499
  • Thumbnail: Page 
500
    500
  • Thumbnail: Page 
501
    501