intrinsic v ersus e xtrinsic g oal c ontents in s elf-d eterm.pdfVIP

EDUCATIONAL PSYCHOLOGIST, 41(1), 19–31 Copyright © 2006, Lawrence Erlbaum Associates, Inc. Intrinsic Versus Extrinsic Goal Contents in Self-Determination Theory: Another Look at the AVACNADSTEEMEINCKMISOTTEIV, LAETNIOSN, DECI Quality of Academic Motivation Maarten Vansteenkiste and Willy Lens Dep artment of Psy chology University of Leuven, Belgium Edward L. Deci Dep artment of Psy chology University of Rochester Examination of motivational dynamics in academic contexts within self-determination theory has centered primarily around both the motives (initially intrinsic vs. extrinsic, later autono- mous vs. controlled) that regulate learners’study behavior and the contexts that promote or hin- der these regulations. Less attention has been paid to the goal contents (intrinsic vs. extrinsic) that learners hold and to the different goal contents that are communicated in schools to in- crease the perceived relevance of the learning. Recent field experiments are reviewed showing that intrinsic goal framing (relative to extrinsic goal framing and no-goal framing) produces deeper engagement in learning activities, better conceptual learning, and higher persistence at learning activities. These effects occur for both intrinsically and extrinsically oriented individu- als. Results are discussed in terms of self-de