WISE INTERVENTIONS

<go to database

Vansteenkiste, Simons, Lens, Sheldon, et al., 2004, Experiment 1: Teaching recycling in an intrinsically or autonomous way increased interest, learning, and test performance about recycling among Belgian college 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.
Download PDF

Summary:

Belgian college students studying to become preschool teachers learned about recycling in class. For some the content was linked to their intrinsic goals (“reading the text could help you know how to teach your future toddlers that they can do something to help the environment”). For others the content was linked to extrinsic goals (“reading the text could teach you how to save money by reusing materials”). Students in the intrinsic-goal condition learned more, performing better on a test of conceptual understanding and contributing more to a group discussion a week later, reported more autonomous motivation, and were more likely to seek out further information about recycling. 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:

Heading

What Desired Meaning is At Stake?

Approach to Desired Meaning

Heading

How?

Heading

Heading

Social Area:

Intervention Technique:

Share This Post:

Posted By:

Greg Walton & Timothy Wilson