Document Type : Research Article
Authors
Abstract
The goal of the present research was to examine the impact of intrinsic versus extrinsic goal framing and autonomy-supportive versus internally and externally controlling communication style on fifth-grade male students’ academic achievement. For this a two factorial design 2 × 3 were conducted. A learning text was framed in terms of the attainment of an intrinsic (i.e., health) versus extrinsic (i.e., physical attractiveness) goal and communicated these different goal contents in an internally and externally controlling versus autonomy-supportive way. Both conceptual and rote learning were assessed. 147 subjects participated in the study. Results of MANOVA analyses shown that intrinsic versus extrinsic goal framing and autonomy support promoted conceptual learning and retention. Such results were not found for rote learning. It appears that internally and externally controlling contexts and extrinsic goal contexts are equally effective in promoting a literal memorization of the learning material as autonomy supportive and intrinsic goal contexts.
Keywords
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