Less is sometimes more: Goal content matters.

According to expectancy-value theories, increasing the utility value of a learning activity should result in higher motivation and better learning. In contrast, self-determination theory posits that the content of the future goals (intrinsic vs. extrinsic) that enhance the utility value of the learning activity needs to be considered as well. Contrast-cell analyses of an experimental study showed that double goal framing (intrinsic plus extrinsic) facilitated a mastery orientation, performance, and persistence and decreased a performance-approach orientation compared with extrinsic goal framing. However, double goal framing resulted in a less optimal pattern of outcomes compared with intrinsic goal framing, suggesting that the content of the provided goals matters. Goal content effects on both performance and persistence were fully mediated by mastery orientation. Teachers are often confronted with students who seem to be disengaged from their study material and who might even appear apathetic toward schooling. These students do not experience any inherent interest in their schoolwork and are thus not intrinsically motivated (Anderman Maehr, 1994). Despite the lack of spon-taneous interest, teachers might try to enhance students ’ motiva-tion, performance, and persistence with study-related activities by pointing out the relevance of the study material to achieve a future