Abstracts - Earli

they perceived as providing an autonomy-supportive climate (.27 p involving them cognitively(.21 p ). In contrast, lower levels of interest were reported for lessons where the teachers’behaviour was perceived as controlling (-.15 p ). However, significant variance components wereobserved for all effects, suggesting that the effects of autonomy support and control may not beidentical for all students. Student characteristics that may moderate these effects will be exploredand discussed.The effect of an extrinsic rather than intrinsic goal pursuit and of extrinsic rather than intrinsicgoal promotion on performance, persistence and ethical functioningBart Duriez, University of Leuven, BelgiumBart Soenenes, University of Gent, BelgiumWilly Lens, University of Leuven, BelgiumMaarten Vansteenkiste, University of Gent, BelgiumThe aim of this research was to examine contradictory hypotheses that can be derived from selfdeterminationTheory (SDT; Kasser & Ryan, 1996) and the match-hypothesis (Sagiv & Schwartz,2000) regarding the impact of intrinsic versus extrinsic goal pursuit and intrinsic versus extrinsicgoal promotion by the educational environment on optimal learning and well-being. From SDTperspective,the pursuit of intrinsic goals is characterised by an in-ward orientation and isconsistent with the satisfaction of one’s basic psychological needs, whereas the pursuit of extrinsicgoals is characterised by a focus on external signs of worth and tends to be unrelated to basic needsatisfaction. Therefore, these different types of goals should be differentially linked topsychological well-being and optimal learning. According to the match-hypothesis, the matchbetween one’s own personal goals and the goals promoted by the social environment should matterin explaining individuals’ well-being and learning, so that extrinsic goal oriented individualswould function most optimally when being exposed to an extrinsic goal environment. Onecorrelational study among highschool students (N = 246) and one experimental study among 5thand 6th grade children (N=138) could not provide evidence for the match-hypothesis. Instead, thepursuit of intrinsic relative to extrinsic goals positively predicted well-being and negativelypredicted externalizing problem behavior and internal distress among extrinsic goal orientedindividuals who find themselves in a learning climate that emphasizes the pursuit of extrinsicgoals. Furthermore, it was shown that the induction of extrinsic relative to intrinsic goals as ameans to motivate children to put effort in the learning activity at hand undermines performanceand persistence, even among learners who strongly value the pursuit of extrinsic goals. Weconclude that students, teachers and, more generally, school principals might want to focus on thepromotion of intrinsic goals to facilitate learning, performance, and psychological well-being.Congruence of students’ goals: Relations to subjective well-being and interestHusemann Nicole, Max Planck Institute for Human Development Berlin, GermanyUlrich Trautwein, Max Planck Institute for Human Development Berlin, GermanyOliver Lüdtke, Max Planck Institute for Human Development Berlin, GermanyGabriel Nagy, Max Planck Institute for Human Development Berlin, GermanyThe present study explored how the congruence between individual intrinsic and extrinsic goalsand perceptions of fellow students’ goals is associated with subjective well-being (SWB) andinterest in the field of study. Self-determination theory (SDT) distinguishes two classes of goals interms of their content: intrinsic life goals are concordant with basic psychological needs and thuspositively related to SWB, whereas extrinsic goals are focused on attaining the recognition ofothers, and are assumed to be negatively related to SWB. An environmental-match perspective– 262 –