Three field experiments with high school and college students tested the self-determination theory hypotheses that intrinsic (vs. extrinsic) goals and autonomy-supportive (vs. controlling) learning climates would improve students' learning, performance, and persistence. The learning of text material or physical exercises was framed in terms of intrinsic (community, personal growth, health) versus extrinsic (money, image) goals, which were presented in an autonomy-supportive versus controlling manner. Analyses of variance confirmed that both experimentally manipulated variables yielded main effects on depth of processing, test performance, and persistence (all ps <.001), and an interaction resulted in synergistically high deep processing and test performance (but not persistence) when both intrinsic goals and autonomy support were present. Effects were significantly mediated by autonomous motivation.

The present experimental research examined whether framing early adolescents' (11- to 12-year-olds) learning activity in terms of the attainment of an extrinsic (i.e., physical attractiveness) versus intrinsic (i.e., health) goal and communicating these different goal contents in an internally controlling versus autonomy-supportive way affect performance. Both conceptual and rote learning were assessed. Three experimental field studies, 2 among obese and 1 among nonobese participants, confirmed the hypothesis that extrinsic goal framing and internal control undermine conceptual (but not rote) learning, even in comparison with a control group. Study 3 indicated that the positive effect of intrinsic goal framing on conceptual learning was mediated by task involvement, whereas the positive effect of autonomy-supportive communication style on conceptual learning was mediated by relative autonomous motivation.

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Type of instrumentality has indeed a differential influence on motivational, cognitive, and behavioural variables.

The goal of the present study was to examine partially conflicting hypotheses derived from two motivational theories, namely self-determination theory (SDT; Deci & Ryan, 1985, 2000) and future time perspective theory (FTPT; Lens, 2001; Nuttin & Lens, 1985). In line with SDT, it was found that framing an exercise activity in terms of future intrinsic goal attainment (focusing on health and physical fitness) has a positive effect on effort expenditure, autonomous exercise motivation, performance, long-term persistence, and even sport club membership. On the other hand, framing an exercise activity in terms of future extrinsic goal attainment (focusing on physical appearance and attractiveness) undermined those outcomes compared to a no-future-goal control group. Correlational analyses indicate that future extrinsic goal framing led to non-autonomous persistence while future intrinsic goal framing resulted in autonomously driven perseverance at the free-choice activity. In contrast to FTPT, the no-future-goal control group did not differ from a future content-free goal group, in which the general future importance of the present task was stressed. Finally, presenting those goals in an autonomy-supportive rather than a controlling way resulted in the same motivational and behavioral benefits as future intrinsic goal framing. It is discussed how future time perspective theory and self-determination theory can be reconciled and integrated.