Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
6845831 | Learning and Instruction | 2014 | 8 Pages |
Abstract
Controlling instructions typically undermine intrinsic motivation. However, in line with an autonomy restoration process, we hypothesized that prior exposure to a controlling context could increase intrinsic motivation displayed in a subsequent task if this second task is devoid of autonomy threats. A correlational study in educational context provided support for this effect by showing that students reported more interest in their music class when it was preceded by a class that was controlling. This effect was replicated in an experiment wherein participants who learned to play a game in a controlling context reported more interest in a second game than those who learned the first game in a neutral context. However, this effect disappears when the two tasks were done in a similar environment. Overall, this suggests that autonomy deprived students would display more intrinsic motivation in a subsequent task if this task gives a glimpse of autonomy satisfaction.
Related Topics
Social Sciences and Humanities
Psychology
Developmental and Educational Psychology
Authors
Rémi Radel, Luc Pelletier, Dan Baxter, Marion Fournier, Philippe Sarrazin,