-
“In 2 studies, personal choice generally enhanced motivation more for American independent selves than for Asian interdependent selves. In … (p.194) addition, Anglo American children showed less intrinsic motivation when choices were made for them by others than when they made their own choices, whether the others were authority figures or peers. In contrast, Asian American children proved most intrinsically motivated when choices were made for them by trusted authority figures or peers.” (p.349)
-
“Fewer the attributes considered, the fewer non-dominated options appear…Thus, considering fewer attributes has the benefit of making the …choice (p.194) “less conflicted and less complicated…Our results suggest that one reason why decision makers find it easier to choose in the presence of fewer as opposed to more attributes (Malhotra, 1982) might lie in the reduced number of non-dominated options in the former case, which can reduce choice conflict, increase choice confidence, and thereby possibly decrease deferral of choice or purchase (Dhar, 1996).” (p.20)
-
“Results revealed that autonomy-supportive instruction caused students to (a) become more intrinsically motivated which in turn, caused them …to (3) (p.194) put more effort into completing a learning packet, (c) sustain their attention, and report they would (d) participate in future classes with that instructor, and (e) refrain from spreading negative comments.” (p.80)
-
“The college students here who perceived their instructors to be supportive of autonomy by allowing students to participate in course …policy-making, reported greater levels of motivation at the end of the semester, even after partialling out the effects of pretest motivation. Perceptions of autonomy had positive effects not only on intrinsic motivation, but also upon task value and self-efficacy…As a whole, the pattern of results reported here indicate that experiences of classroom autonomy in the college classroom are more closely related to motivational factors than to performance.” (p.484)
-
“It was concluded that providing increased control over a task often results in increased concern for self-presentation that may lead to …a better performance on the task.” (p.350) “People in positions of increased control also may experience an increase in their feelings of personal responsibility for the outcomes of the situation and an increase in their concern for public evaluation following the outcomes.” (p.358)
-
“The study revealed that: (1) students’ reports of entering the course for relatively autonomous (vs. controlled) reasons predicted higher perceived … competence and interest/enjoyment and lower anxiety and grade-focused performance goals during the course, and were related to whether or not the students dropped the course; and (2) students’ perceptions of their instructors’ autonomy support predicted increases in autonomous self-regulation, perceived competence, and interest/enjoyment, and decreases in anxiety over the semester. The change in autonomous self-regulation in turn predicted students’ performance in the course. Further, instructor autonomy support also predicted course performance directly, although differences in the initial level of students’ autonomous self-regulation moderated that effect, with autonomy support relating strongly to academic performance for students initially low in autonomous self-regulation but not for students initially high in autonomous self-regulation.” (p.740)
-
“However, in the present study, the positive effects from autonomy support to expectancy and value variables were higher for perceived …importance and utility, and lower for expectancy and interest.” (p.648) “…Perceived autonomy support positively predicted expectancy, importance, utility, interest, planning, monitoring, evaluation and performance in chemistry; motivational variables positively predicted metacognitive strategies and performance; and metacognitive strategies positively predicted performance.” (p.640)
- “We also found that the more teachers used autonomy-supportive instructional behaviours, the more engagement their students showed.” (p.165)
-
“Overall and in line with self-determination theory, results suggested that providing students with choices among homework tasks …effectively enhanced motivational and performance outcomes and that choice is an important component to creating a classroom environment supportive of autonomy and intrinsic motivation…Consistent with self-determination theory, we found that students reported feeling more interested in and enjoying homework more as well as more competent regarding their homework and that they scored higher on the unit test when they received a choice between two homework assignments covering the same content and of intermediate difficulty, compared with when they were not given a choice. Students also tended to complete more of their homework when provided with choices.” (p.910)
-
“That is, making just a single choice (or being given just two options) does not have the same impact on autonomy and intrinsic motivation …compared to when participants are given the opportunity to make multiple successive choices…Consistent with this notion, The meta-analysis revealed there was a diminishing return for the effect of choice on intrinsic motivation after five or more choices have been made…Results from the meta-analysis suggest that instructionally irrelevant choices had the greatest impact on intrinsic motivation.” (p.295) “Results indicated that providing choice enhanced intrinsic motivation, effort, task performance, and perceived competence, among other outcomes.” (p.270)