Sansone C, Sachau D A, Weir C
Department of Psychology, University of Utah, Salt Lake City 84112.
J Pers Soc Psychol. 1989 Nov;57(5):819-29. doi: 10.1037//0022-3514.57.5.819.
Two studies examined how contextual cues influence the impact of receiving instructions for improving performance on intrinsic motivation. The authors proposed that whether instruction enhances or decreases motivation depends on the salience of performance goals. Goal salience was proposed to be a function of how an individual defines the activity, which, in turn, may be influenced by contextual features. To test this hypothesis, the authors used a computer game that emphasized fantasy in addition to skill, and they varied the presence of contextual cues highlighting performance. In Study 1, the authors varied the presence of prior performance feedback, and found that instruction decreased interest only when no prior performance feedback (positive or negative) was received. In Study 2, the authors explicitly manipulated contextual salience by describing the activity's goals as either skill- or fantasy-related. Instruction decreased interest in the fantasy-emphasis context, but increased interest in the skill-emphasis context. Furthermore, when instruction matched perceived goals Ss experienced greater positive affect while performing the task. The implications for models of intrinsic motivation are discussed.
两项研究探讨了情境线索如何影响接受提高绩效的指导对内在动机的影响。作者提出，指导增强还是降低动机取决于绩效目标的显著性。目标显著性被认为是个体对活动定义方式的函数，而这反过来又可能受到情境特征的影响。为了验证这一假设，作者使用了一款除技能外还强调幻想的电脑游戏，并改变了突出绩效的情境线索的呈现方式。在研究1中，作者改变了先前绩效反馈的呈现方式，发现只有在没有收到先前绩效反馈（正面或负面）时，指导才会降低兴趣。在研究2中，作者通过将活动目标描述为与技能相关或与幻想相关来明确操纵情境显著性。指导降低了对强调幻想情境的兴趣，但增加了对强调技能情境的兴趣。此外，当指导与感知到的目标相匹配时，被试在执行任务时体验到更大的积极情绪。文中讨论了这些结果对内在动机模型的启示。
