[!Cite] Yeager, D. S., Henderson, M. D., Paunesku, D., Walton, G. M., D’Mello, S., Spitzer, B. J. & Duckworth, A. L. (2014). Boring but important: A self-transcendent purpose for learning fosters academic self-regulation. Journal of Personality and Social Psychology, 107(4), 559–580. https://doi.org/10.1037/a0037637

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[!md] FirstAuthor:: Yeager, David S.

Author:: Henderson, Marlone D.   Author:: Paunesku, David   Author:: Walton, Gregory M.   Author:: D’Mello, Sidney   Author:: Spitzer, Brian J.   Author:: Duckworth, Angela Lee   ~     Title:: Boring but important: A self-transcendent purpose for learning fosters academic self-regulation Year:: 2014 Citekey:: yeagerBoringImportantSelftranscendent2014 itemType:: journalArticle Journal:: Journal of Personality and Social Psychology Volume:: 107 Issue:: 4 Pages:: 559-580 DOI:: 10.1037/a0037637

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[!Abstract]

Many important learning tasks feel uninteresting and tedious to learners. This research proposed that promoting a prosocial, self-transcendent purpose could improve academic self-regulation on such tasks. This proposal was supported in 4 studies with over 2,000 adolescents and young adults. Study 1 documented a correlation between a self-transcendent purpose for learning and self-reported trait measures of academic self-regulation. Those with more of a purpose for learning also persisted longer on a boring task rather than giving in to a tempting alternative and, many months later, were less likely to drop out of college. Study 2 addressed causality. It showed that a brief, one-time psychological intervention promoting a self-transcendent purpose for learning could improve high school science and math grade point average (GPA) over several months. Studies 3 and 4 were short-term experiments that explored possible mechanisms. They showed that the self-transcendent purpose manipulation could increase deeper learning behavior on tedious test review materials (Study 3), and sustain self-regulation over the course of an increasingly boring task (Study 4). More self-oriented motives for learning—such as the desire to have an interesting or enjoyable career—did not, on their own, consistently produce these benefits (Studies 1 and 4). (PsycInfo Database Record (c) 2020 APA, all rights reserved) .  

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