TY - JOUR
T1 - On the Psychological Meaning of Information About Competence
T2 - A Reply to Ryan and Deci's Comment on Butler (1987)
AU - Butler, Ruth
PY - 1989/6
Y1 - 1989/6
N2 - The comment by Ryan and Deci (1989) addresses a study (Butler, 1987) in which I investigated the motivational effects of different kinds of information. Findings were related to several issues, including the different emphases of Nicholls's theory of task/ego involvement and their cognitive evaluation theory. Ryan and Deci's comment on my article reflects cognitive evaluation theory's emphasis on perceived autonomy as the major determinant of intrinsic motivation. I discuss certain methodological and conceptual limitations of their approach in understanding the impact of different achievement goals and competence strivings on intrinsically motivated behavior. I suggest that it would be fruitful to work toward a synthesis between cognitive evaluation theory and achievement theory that would clarify the relation between perceptions of autonomy and conceptions of competence. Such a synthesis should be helpful in achieving their common aim of promoting task-involved, intrinsically motivated learning in the classroom.
AB - The comment by Ryan and Deci (1989) addresses a study (Butler, 1987) in which I investigated the motivational effects of different kinds of information. Findings were related to several issues, including the different emphases of Nicholls's theory of task/ego involvement and their cognitive evaluation theory. Ryan and Deci's comment on my article reflects cognitive evaluation theory's emphasis on perceived autonomy as the major determinant of intrinsic motivation. I discuss certain methodological and conceptual limitations of their approach in understanding the impact of different achievement goals and competence strivings on intrinsically motivated behavior. I suggest that it would be fruitful to work toward a synthesis between cognitive evaluation theory and achievement theory that would clarify the relation between perceptions of autonomy and conceptions of competence. Such a synthesis should be helpful in achieving their common aim of promoting task-involved, intrinsically motivated learning in the classroom.
UR - http://www.scopus.com/inward/record.url?scp=0001929975&partnerID=8YFLogxK
U2 - 10.1037/0022-0663.81.2.269
DO - 10.1037/0022-0663.81.2.269
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AN - SCOPUS:0001929975
SN - 0022-0663
VL - 81
SP - 269
EP - 272
JO - Journal of Educational Psychology
JF - Journal of Educational Psychology
IS - 2
ER -