Psychological need-supportive instruction improves novel skill performance, intrinsic motivation, and enjoyment: a cluster-randomised study

This study aimed, first, to test the efficacy of the self-determination theory -centred need-supportive instruction on motivation, novel skill performance, enjoyment, and state anxiety, and second, to test whether the intervention impact followed the theoretical stipulation of the theory. A sample of 59 college undergraduate students (M= 20.26 ± 1.90; 75% female) was allocated to either a need-supportive or –depriving condition. Motivational regulations, skill performance in juggling, enjoyment, and state anxiety were measured before and after the 5 × 45 min trial. The covariates assessed were the time of the condition, gender, trait anxiety, causality orientations, and task interest. The intervention had a statistically significant between-group effect on intrinsic motivation (F(1, 49) = 5.52, p <.023, η ² =.10), skill performance (F(1, 48) = 9.23, p =.004, η ² = 0.16), and enjoyment (F(1, 49) = 4.89, p =.032, η ² =.09), but no differences in other motivational regulations or state anxiety were detected. In addition, the path analysis showed a positive motivational pathway, with the intervention impacting intrinsic motivation (β =.55), integrated regulation (β =.30) and amotivation (β = −.27), which impacted positively skill performance (R ² =.42) and enjoyment (R ² =.58). It can be concluded that need-supportive instruction is beneficial in improving participants’ intrinsic motivation, skill performance, and enjoyment when compared to need-depriving instruction. Autonomous motivation and an absence of amotivation toward the task seem to instrumental mediators between the need-supportive intervention and novel skill performance and enjoyment.