心理学
自决论
持久性(不连续性)
内在动机
自治
目标理论
社会心理学
考试(生物学)
目标导向
认知评价理论
发展心理学
生态学
岩土工程
法学
工程类
生物
政治学
作者
Maarten Vansteenkiste,Johan Simons,Willy Lens,Kennon M. Sheldon,Edward L. Deci
标识
DOI:10.1037/0022-3514.87.2.246
摘要
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.
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