Title: The role of contexts in attaining future goals facilitates the learning process
Authors: Mimoza Carka
Addresses: Faculty of Education and Social Sciences, Department of Education and Teaching Methodology, University ''Eqrem CABEJ'', 18 Shtatori, Gjirokaster, Albania
Abstract: According to expectancy-value theories, increasing the utility value of a learning activity by indicating its instrumentality to attain two future goals rather than only one of those two should result in higher motivation and more optimal learning. In contrast, self-determination theory considers future goal content next to goals quantity. Experimental studies tested this hypothesis. Contrast-cell analyses showed that framing learning activity for a future intrinsic and extrinsic goal facilitated mastery orientation, performance and persistence and decreased a performance approach orientation compared to 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.
Keywords: self-determination theory; future goals; mastery orientation; performance; persistence; expectancy value theory; learning process; educational management; management in education.
DOI: 10.1504/IJMIE.2010.035607
International Journal of Management in Education, 2010 Vol.4 No.4, pp.391 - 406
Published online: 01 Oct 2010 *
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