A study was conducted where the goals for a task were framed in three ways, as having:
- 1) intrinsic goal
- 2)  extrinsic goal
- 3) both intrinsic and extrinsic goals

If the expectancy-valence theories were correct, there the best performance would be seen in the group were goals were extrinsic and intrinsic (instead of only one) since both extrinsic and intrinsic oriented students would do well. SDT prevailed since the group with only goals framed intrinsically performed the best (SDT's reasoning would be that the mixed goals take away from the importance of the intrinsic goal) 

(Vansteenkiste, Simons, Lens, Soenens, et al. 2004)

Evidence against Expectancy-Value theories take on the effects of goal content on academic performance (mixed goal study)

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.

University of Michigan - Ann Arbor

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

Academic effects of goal content (intrinsic or extrinsic)

According to Expectancy-Valence theories, motivation for a goal is based on the quantity of perceived importance (or expected value) of that goal, rather than on the different qualitative types of goals (such as intrinsic versus extrinsic).

Expectancy-Valence Theories on Goal Motivation

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. https://doi.org/10.1207/s15326985ep4101_4

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

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.

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