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Vansteenkiste, Simons, Lens, Soenens, et al., 2004: Teaching recycling in an intrinsically way increased learning, interest, and test performance 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.
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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 will provide you some information about how to teach your future toddlers some simple ecological strategies so that they can learn to contribute themselves to a clean and healthy environment”). For others the content was linked to extrinsic goals (“reading the text will provide you some information about how to save money on your future job by recycling materials”). For a last group the content was linked to both goals. As compared to students in both the extrinsic-goal condition and the double-goal condition, students in the intrinsic-goal condition learned more, performing better on a test of conceptual understanding and contributing more to a group presentation a week later and were more likely to seek out further information about recycling.

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

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Intervention Technique:

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Posted By:

Walton & Wilson, 2018