After rating the importance of extrinsic goals (e.g. wealth, fame, and image) and intrinsic goals, it was found that 1st year college students who put a relative emphasis on extrinsic goals were more likely to show signs of academic maladjustment (Timmermans, Vansteenkiste, and Lens 2004). The provided evidence for the claim that some goals (intrinsic) are more supportive of academic adjustment than others (extrinsic) (Ryan, Sheldon, Kasser, & Deci, 1996)

Extrinsic goals on academic maladjustment in 1st year collegee students

To study the effects of goal content and motivation on academic performance, a learning activity where participants were tasked with reading a passage about ecological issues was framed either as to help them save money (extrinsic) or contributing to the community (intrinsic). It was found that when the task was framed as being useful for an intrinsic goal, participants had improved deep-level processing, test-performance and free-choice persistence (compared to extrinsic). Additionally when there were autonomy supportive instructions ("you can..."/"we suggest..") deep-level processing, test-performance and persistence was improved (as compared to controlled instructions such as "you have to..."/"you should...")

Goal content and motivation on academic performance on ecological reading activity (Vansteenkiste, Simons, Lens, Sheldon, and Deci 2004; Study 1)

Intrinsic goals do not have a positive effect on outcomes because of the qualities behind them, rather because they put a larger importance on learning. Intrinsically oriented students also do better on intrinsic goals.

Expectancy-Valence theories and the positive effects of intrinsic goals on performance

The negative effects of extrinsic goals are only prevalent with intrinsically oriented individuals. Further explained by a "match perspective" where  extrinsically oriented individuals perform better when goals are framed extrinsically.

Expectancy-Valence theories and the negative effects of extrinsic goals on performance

Intrinsic goals promote (while extrinsic goals worsen):
- academic adjustment
- deep-level processing (observed and reported)
- test performance
- free-choice persistence

University of Michigan - Ann Arbor

Goals with an "outward" orientation - meaning they are concerned with extrinsic manifestations of worth rather than fulfilling innate need satisfaction  (Williams, Cox, Hedberg, & Deci, 2000; Fromm, 1976; Van Boven & Gilovich, 2003). In SDT, they include:
- wealth 
- fame
- image
- physical appearance 

Extrinsic goals

Leads to the direct satisfaction of psychological needs (R. M. Ryan & Deci, 2000a, 2000b). In SDT, they include:
- personal growth
- relationships/affiliation
- community contribution
- health

Intrinsic goals

Vansteenkiste, M., Lens, W., & Deci, E. L. (2006). Intrinsic versus extrinsic goal contents in self-determination theory: Another look at the quality of academic motivation. Educational psychologist, 41(1), 19-31.

Intrinsic versus extrinsic goal contents in self-determination theory: Another look at the quality of academic motivation

Individuals who focus on extrinsic goals are more concerned with:
- interpersonal comparison (Patrick, Neighbours, & Knee, 2004; Sirgy, 1998)
- the outside approval of their interpersonal comparisons (Kernis, 2003)
- acquiring external signs of self-worth (Kasser, Ryan, Couchman, & Sheldon, 2004)

Because of this, (compared to the pursuit of intrinsic goals) the pursuit of extrinsic goals are associated with poorer well-being and worse functioning  (Kasser & Ryan, 1996).

What do individuals who tend to set Extrinsic Goals focus on?

Correlational studies have shown that when people have aspirations for extrinsic life goals (relative to intrinsic ones), they tend to have: 
- lower life satisfaction
- lower self-esteem
- lower self-actualization
- higher depression and anxiety
- poorer relationship quality 
- less cooperative behavior 
- greater prejudice and social-dominant attitudes 
- academic maladjustment (Ryan, Sheldon, Kasser, & Deci, 1996)

(Duriez, Vansteenkiste, Soenens, & De Witte, 2004; Kasser & Ryan, 1993, 1996; McHoskey, 1999; Sheldon & McGregor, 2000; Sheldon, & Osbaldiston, 2000; Vansteenkiste, Duriez, Simons, & Soenens, in press)

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