Setting limits on children's behavior: The differential effects of controlling vs. informational styles on intrinsic motivation and creativity

TLDR

External constraints on activities are known to undermine intrinsic motivation. The study examined whether limits can be imposed without reducing intrinsic motivation for the activity. Using cognitive evaluation theory, 44 first‑ and second‑grade children were assigned controlling, informational, or no limits while painting. Informational limits preserved intrinsic motivation and creativity, whereas controlling limits reduced them, confirming the predictions and supporting Amabile’s creativity assessment method.

Abstract

Abstract The imposition of external constraints on an activity has frequently been shown to undermine intrinsic motivation. Given that limits must often be set upon peoples' activities, especially in parenting and education, the present study addressed the question of whether limits can be set without undermining intrinsic motivation for the activity being limited. Using cognitive evaluation theory, contrasting limit setting styles of either a controlling or informational nature, or no limits, were placed upon forty‐four first‐ and second‐grade children engaged in a painting activity. The intrinsic motivation, enjoyment, creativity, and quality of artistic production were expected to be decreased by controlling limits relative to informational and no‐limits, which were not expected to differ from each other. The results provided substantial support for these predictions, suggesting that limits can be set without undermining intrinsic motivation if they are informational in nature. Support was also found for the consensual assessment of creativity method recently developed by Amabile (1982a). Results of the study are discussed along with the general relation between creativity and intrinsic motivation.