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雷达卡
[size=1em]Richard M. Ryana
[size=1em][size=1em]aU Rochester
[size=1em][size=1em]Extended findings that support cognitive evaluation theory to intrapersonal processes by exploring the effects of informational vs controlling feedback, when self-selected and administered vs other-administered, and in conditions of task-involvement (intended to create an informational orientation in relation to the activity) vs ego-involvement (intended to create a controlling orientation in relation to the activity). 128 undergraduates working on a hidden figures task received either an ego- or task-involving induction and then a series of 3 puzzle problems for which half of the Ss received informational feedback and the other half controlling feedback. Half the Ss had the feedback self-administered, and half had it administered by the experimenter. After puzzle-solving, Ss were left alone with additional puzzles and magazines and were observed to see if they worked on the puzzles. Finally, Ss completed a questionnaire assessing their interest and attitudes toward the target activity. Results confirm that controlling feedback, whether self- or other administered, undermined intrinsic motivation relative to task-involvement. Results are discussed in terms of the application of cognitive evaluation theory to intrapersonal processes and self-control theories. (34 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved)
[size=1em]Author Keywords:
self vs other selection &; administration of task &; controlling vs informative feedback, intrinsic task motivation, college students, extension of cognitive evaluation theory
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| [size=1em]Journal of Personality and Social Psychology Volume 43, Issue 3, September 1982, Pages 450-461 |
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