The effect of need-supporting behaviors combined with regulatory focus on engagement

Abstract

This study examined the effects of need-supporting behaviors (autonomy/relatedness support) and regulatory foci (promotion/prevention focus) on task engagement and performance. We predicted that promotion concerns would fit autonomy support, whereas prevention concerns would fit relatedness support, and both concerns would result in a higher quality of engagement and performance. College students (N = 64) participated in an experiment and were assessed for individual differences in regulatory orientation. Then, the need-supporting behavior was manipulated, task learning was performed, and the engagement and performance for task learning were measured. The results largely confirmed the fit between promotion focus and autonomy support, and prevention focus and relatedness support on engagement. We have discussed why certain hypotheses were not supported and offered specific suggestions for future research.