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Abstract:

According to expectancy-value theories, increasing the utility value of the learning activity by indicating its instrumentality to attain two rather than only one of the provided future goals should result in higher motivation and more optimal learning. In contrast, self-determination theory posits that it is also important to take into account the content of the future goal (intrinsic versus extrinsic) next to the quantity of provided goals. This hypothesis was tested in an experimental study. Contrast-cell analyses showed that framing the learning activity in terms of both an intrinsic and an extrinsic future goal facilitated a mastery orientation, performance and persistence, while it decreased a performance-approach orientation compared to the single future extrinsic goal condition. However, in line with self-determination theory, double goal framing resulted in a less optimal pattern of outcomes compared to the single future intrinsic goal condition, suggesting that the content of the provided goal matters. Both goal-content effects upon performance and persistence were fully mediated by mastery orientation.