Multiple Goals, Optimal Motivation, and the Development of Interest

doi:10.1017/CBO9780511735066.004

2 - Multiple Goals, Optimal Motivation, and the Development of Interest

Published online by Cambridge University Press: 04 August 2010

Judith M. Harackiewicz ,

Amanda M. Durik and

Kenneth E. Barron

Edited by

Joseph P. Forgas ,

Kipling D. Williams and

Simon M. Laham

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Judith M. Harackiewicz: Affiliation:
Department of Psychology, University of Wisconsin-Madison
Amanda M. Durik: Affiliation:
Department of Psychology, University of Michigan
Kenneth E. Barron: Affiliation:
School of Psychology, James Madison University
Joseph P. Forgas: Affiliation:
University of New South Wales, Sydney
Kipling D. Williams: Affiliation:
University of New South Wales, Sydney
Simon M. Laham: Affiliation:
University of New South Wales, Sydney

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Summary

INTRODUCTION

Why do some students become involved and interested in their studies, and why do they continue in a particular academic discipline? Why do some athletes become engaged in their sport, persist at practice, and seek competition against others? Answering these questions requires that we consider the processes underlying intrinsic motivation, or the motivation to engage in an activity for the value inherent in doing it (Deci & Ryan, 1985). As Wood and Quinn (this volume) note, behavior can be guided through several processes that vary in the degree of attention required (see also Schooler and Schreiber, this volume). We have focused on intentional determinants of achievement behavior. In particular, we have studied the factors that influence optimal motivation and believe that goals play an important role in shaping intrinsic motivation and performance. To study goals and motivation, we have examined the role of intrinsic factors such as self-set goals and personal values in promoting interest and performance in academic contexts over time. We have also examined the effects of extrinsic factors such as goal interventions and task characteristics on intrinsic motivation in laboratory studies. How do these intrinsic and extrinsic factors combine to influence performance and ongoing motivation?

Our work has been guided by Harackiewicz and Sansone's (1991; Sansone & Harackiewicz, 1996) process model of intrinsic motivation. Harackiewicz and Sansone draw an important distinction between goals that are suggested or implied externally and the goals that are actually adopted by an individual in a particular situation (the perceived goal; see Figure 2.1).

Type: Chapter
Information: Social Motivation
Conscious and Unconscious Processes
, pp. 21 - 39

DOI: https://doi.org/10.1017/CBO9780511735066.004 [Opens in a new window]

Publisher: Cambridge University Press

Print publication year: 2004

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