The first study revealed that students with more of a pro-social, self-transcendent purpose for learning persisted longer on a boring task and were less likely to drop out of college. A second study showed that a brief intervention promoting a self-transcendent purpose for learning improved high school GPA. Two other studies showed that promoting a self-transcendent purpose increased deeper learning behavior on tedious test review materials and sustained self-regulation over the course of an increasingly boring task. 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.