Vansteenkiste, Simons, Lens, Sheldon, et al., 2004, Experiment 3: Teaching Tai-bo in an autonomous or intrinsic way increased performance and volunteering among Belgian high school students 3-5 days later
Reference:
Vansteenkiste, M., Simons, J., Lens, W., Sheldon, K. M., & Deci, E. L. (2004). Motivating learning, performance, and persistence: The synergistic effects of intrinsic goal contents and autonomy-supportive contexts. Journal of personality and social psychology, 87(2), 246.
Download PDFSummary:
Belgian high school students studied Tai-bo, a physical exercise, in class. For some the instructions used autonomy-supportive phrases while for others, the instructions used controlling phrases, as in Vansteenkiste, Simons, Lens, Sheldon et al. (2004) Experiments 1 and 2. Students in the autonomy-supportive condition learned more, performing better on Tai-bo exercises 3-5 days later, and were more likely to volunteer to demonstrate Tai-bo to other students and visitors several days later. Similar benefits were also found for an intervention that represented the course content as linked to students’ intrinsic fitness goals.
Psychological Process:
What Desired Meaning is At Stake?
What is the Person Trying to Understand?
Selves (My Own and Others')Psychological Question Addressed
Is this goal my own or imposed?Psychological Process 2:
Psychological Process 3:
Social Area:
Education
Intervention Technique:
Prompting by altering situations