The paradoxical effect of controlling context on intrinsic motivation in another activity

Description

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.

Abstract

International audience

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