On Qualitative Differences in Learning: Iv—effects of Intrinsic Motivation and Extrinsic Test Anxiety on Process and Outcome

SUMMARY. Eighty‐one students were asked to read an article under different conditions of extrinsic and intrinsic motivation. The conditions were varied by choosing the sample so as to make the article relevant or irrelevant to contrasting subgroups, thus attempting to control the level of intrinsic motivation. The test conditions were varied to increase ego‐involvement and threat to self‐esteem in one situation, while providing a situation for other subgroups which was supportive and non‐demanding. The qualitative differences in learning process and outcomes and the quantitative differences in recall of factual knowledge were investigated in relation to the various experimental subgroups created. Self‐reports on trait and state test‐anxiety, and the extent to which the students had actually experienced the types of motivation intended to be produced by experimental manipulation, were also investigated in relation to qualitative and quantitative differences in learning. Lack of interest in the text, efforts to adapt to expected test demands, and high test anxiety, were all found to increase the tendency towards surface‐processing and ineffective, reproductive attempts at recall. However, an adaptive approach allied to strong interest and low anxiety produced a high proportion of deep‐level approaches with good factual recall.