Competence feedback, task feedback, and intrinsic interest: An examination of process and context

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Abstract

The process by which competence feedback affects intrinsic motivation has not typically been examined in conjunction with effects of other information that may be conveyed in feedback. As such, it is difficult to determine the degree to which the proposed mechanisms are tied to the competence information in feedback. When Sansone (1986, Journal of Personality and Social Psychology, 51, 918–931) separated feedback into components satisfying curiosity (task feedback) or signifying competence (positive normative feedback), each enhanced subsequent interest in the task. The present study investigated two possible explanations: whether an insufficiently autonomy-supportive context prevented a stronger relationship between perceived competence and interest and, secondly, whether competence feedback more strongly affected previously identified processes (perceived competence, competence valuation, performance pressure, and perceived autonomy) which have both positive and negative implications for interest. Although positive normative feedback enhanced perceived competence, perceived competence was not related to interest, and this relationship did not change as the degree of autonomy support varied. Furthermore, the results suggest that competence information can affect interest through several processes simultaneously, such that when perceived competence is not relevant, other processes (i.e., competence valuation and perceived autonomy) are. In addition, there may be unique contributions of other kinds of information present in feedback (e.g., task feedback). The implications for process models of intrinsic motivation are discussed.

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    Portions of this research were supported by grants from the Biomedical Research Support Grant Program, Division of Research Resources, National Institutes of Health (BRSG S07 RR07092), and from the Spencer Foundation.

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