WISE INTERVENTIONS

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Vansteenkiste, Simons, Lens, Sheldon, et al., 2004, Experiment 2: Teaching marketing in an intrinsically or autonomous way increased interest, learning, and test performance among Belgian marketing students

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.
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Summary:

Belgian college students studying marketing learned about business communications in class. For some the content was linked to their intrinsic goals (“carefully reading the text…can contribute to your personal development”). For others the content was linked to extrinsic goals (“carefully reading the text…can help your chances of getting a well-paid job”). Students in the intrinsic-goal condition learned more, performing better on a test of conceptual understanding immediately after the course and 2 weeks later and contributing more in small group presentations 5 days later, reported more autonomous motivation, and were more likely to seek out further information about business communications, taking extra reading, completing extra problems, and going to the library for related information. Similar benefits were also found for an intervention that represented the course content in autonomy-supportive ways.

Psychological Process:

Psychological Process 2:

Need

What is the Person Trying to Understand?

What Desired Meaning is At Stake?

What Desired Meaning is At Stake?

What About it?

Approach to Desired Meaning

Approach to Desired Meaning

How?

Psychological Question Addressed

Psychological Question Addressed

Psychological Question Addressed

Psychological Process 3:

Need

What Desired Meaning is At Stake?

Approach to Desired Meaning

How?

Psychological Question Addressed

Social Area:

Intervention Technique:

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Posted By:

Walton & Wilson, 2018