Intrinsic vs. Extrinsic Goal Framing and Classroom Environments: The Impact of Autonomous and Controlling Environments on Undergraduate Academic Performance

Intrinsic vs. Extrinsic Goal Framing and Classroom Environments: The Impact of Autonomous and Controlling Environments on Undergraduate Academic Performance

Dana Science Building, 2nd floor

Under the direction of Dr. Alex Wooten

This project reviewed existing literature on the impact of autonomous versus controlled learning environments on students' academic performance, motivation, and engagement. Drawing on self-determination theory (SDT), the review explores how autonomy-supportive teaching strategies influence students' intrinsic motivation, perceived competence, and overall academic outcomes compared to controlling environments. In addition to the literature review, an empirical study was conducted to build upon previous research findings. A survey containing three measures—motivation type (IEMM), perceived classroom environment (CPEM), and perceived performance (PPQ)—was distributed to students at Hollins University. The study examined the relationship between these factors and final course grades, aiming to identify patterns that support or challenge prior research. By analyzing student responses, this research provides insight into how different classroom environments influence motivation and academic achievement within the specific context of Hollins University.