The Effectiveness and Relative Importance of Choice in the Classroom

Autor/inn/en	Patall, Erika A.; Cooper, Harris; Wynn, Susan R.
Titel	The Effectiveness and Relative Importance of Choice in the Classroom
Quelle	In: Journal of Educational Psychology, 102 (2010) 4, S.896-915 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0019545
Schlagwörter	Selection; Role; Homework; Assignments; Student Motivation; Academic Achievement; Context Effect; Outcomes of Education; Classroom Environment; Educational Research; Personal Autonomy; High School Students + Suchen Sie Ihr Suchwort? Auslese; Rollen; Hausaufgabe; Assignment; Auftrag; Zuweisung; Schulische Motivation; Schulleistung; Lernleistung; Schulerfolg; Klassenklima; Unterrichtsklima; Bildungsforschung; Pädagogische Forschung; Individuelle Autonomie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	This investigation examined the effects of providing choices among homework assignments on motivation and subsequent academic performance. Students were randomly assigned within classrooms either to receive a choice of homework options or to be assigned an option for all homework in one instructional unit. Conditions were reversed for a second instructional unit. Results revealed that when students received a choice of homework they reported higher intrinsic motivation to do homework, felt more competent regarding the homework, and performed better on the unit test compared with when they did not have a choice. In addition, a trend suggested that having choices enhanced homework completion rates compared with when no choices were given. In a second analysis involving the same students, the importance of perceived provision of choice was examined in the context of student perceptions of their teachers' support for autonomy more broadly defined. Survey data showed that the relationship between perceptions of receiving autonomy support from teachers and intrinsic motivation for schoolwork could be fully accounted for by students' perceptions of receiving choices from their teachers. The limitations and implications of the study for research and practice are discussed. (Contains 11 tables and 3 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10