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“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)
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“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)
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“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)
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“These are the first studies to demonstrate that offering an individual the opportunity to choose aspects of a task may be most beneficial when … the individual feels some initial interest for the activity at hand or when the task is such that it can benefit from opportunities to build interest…Thus overall, the results of this investigation seemed to support a sensitization model in which optimally motivated students, those with higher individual interest for the activity, seemed to benefit more than poorly motivated students from having the opportunity to make choices.” (p.531) “In both of the studies that tested the effects of choice on task performance (Studies 2 and 3), participants who made choices outperformed those who did not make choices about the tasks.” (p.532)
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“In particular, we find the overchoice effect is driven both by “cognitive overload” (Study 2) and the “anticipation of regret” (Study 3). In turn, we …find that simplifying the information presentation and reducing the potential for regret moderate the negative impact of nonalignability.” (p.393)
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“Studies 1, 2, and 3 provide compelling empirical evidence that the provision of extensive choices, though initially appealing to choice-makers, … may nonetheless undermine choosers’ subsequent satisfaction and motivation…Indeed, participants in the extensive-choice condition reported experiencing the decision-making process as being simultaneously more enjoyable, more difficult, and more frustrating. (p.1003)
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“The authors examined the effects of choice, topic interest, and situational interest on reading engagement, attitude, and learning. Students in the … control group, who were not given choice, wrote higher quality content essays…These findings support the claim that situational interest, rather than choice or optic interest, promotes engagement.” (p.93)
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“Giving students access to meaningful choice by providing options that are culturally relevant, age‐relevant, and personalized and contextualized… to students’ lives will promote intrinsic motivation (Rose & Meyer, 2002)…To be intrinsically motivated to engage in a learning task, especially one that requires prolonged effort and focus, a student must feel that they are capable of achieving success and competence within that task (Deci & Ryan, 1985)…To experience an optimal challenge, students should be provided with choices of intermediate difficulty, as determined by each student’s abilities and developmental level (Katz & Assessor, 2007).” (p.89) “To help ensure students can fully benefit from the provision of autonomy‐supportive, competence‐enhancing choice, teachers can try to ensure students have a sufficiently restricted set of options and sufficient time to choose among them.” (p.90)