Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-8448b6f56d-mp689 Total loading time: 0 Render date: 2024-04-24T22:38:14.075Z Has data issue: false hasContentIssue false

10 - The Promise and Peril of Choosing for Motivation and Learning

from Part II - Rewards, Incentives, and Choice

Published online by Cambridge University Press:  15 February 2019

K. Ann Renninger  and
Suzanne E. Hidi
By
Erika A. Patall  and
Sophia Yang Hooper
K. Ann Renninger
Affiliation:
Swarthmore College, Pennsylvania
Suzanne E. Hidi
Affiliation:
University of Toronto
Get access

Summary

In this chapter, an overview of the concept of choice provision and a discussion of the benefits and detriments of providing choice for motivation and learning in educational contexts is discussed. A review of the theoretical perspectives explaining how and why choice may have benefits, and sometimes detriments, is provided. In reviewing the relevant theories and the corresponding empirical evidence, we highlight a diverse set of perspectives – motivational, cognitive, social, and neuroscientific – to provide a nuanced understanding of the role of choice in educational settings. We focus the second half of the chapter on areas of contention within choice theory and research, including a discussion of the conceptual confluence of choice and autonomy and the various characteristics of individuals, tasks, choices, classrooms, and cultures that predict divergent choice effects. In closing the chapter, we discuss the implications of this research for educational practice and make recommendations for future research.

Type
Chapter
Information
The Cambridge Handbook of Motivation and Learning , pp. 238 - 262
Publisher: Cambridge University Press
Print publication year: 2019

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Amabile, T. M. & Gitomer, J. (1984). Children's artistic creativity: Effects of choice in task materials. Personality and Social Psychology Bulletin, 10, 209–15. doi: 10.1177/0146167284102006.CrossRefGoogle Scholar
Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261–71. doi: 10.1037/0022-0663.84.3.261.Google Scholar
Aoki, R., Matsumoto, M., Yomogida, Y., Izuma, K., Murayama, K., Sugiura, A., ... Matsumoto, K. (2014). Social equality in the number of choice options is represented in the ventromedial prefrontal cortex. Journal of Neuroscience, 34, 6413–21.Google Scholar
Assor, A., Kaplan, H., & Roth, G. (2002). Choice is good, but relevance is excellent: Autonomy-enhancing and suppressing teacher behaviours predicting students’ engagement in schoolwork. British Journal of Educational Psychology, 72, 261–78. doi: 10.1348/000709902158883.Google Scholar
Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist, 44, 1175–1184. doi: 10.1037/0003-066X.44.9.1175.Google Scholar
Bao, X. & Lam, S. (2008). Who makes the choice? Rethinking the role of autonomy and relatedness in Chinese children's motivation. Child Development, 79, 269–83. doi: 10.1111/j.1467-8624.2007.01125.x.Google Scholar
Baumeister, R. F. & Leary, M. R. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117, 497–529. doi: 10.1037/0033-2909.117.3.497.Google Scholar
Beyers, W., Goossens, L., Vansant, I., & Moors, E. (2003). A structural model of autonomy in middle and late adolescence: Connectedness, separation, detachment, and agency. Journal of Youth and Adolescence, 32, 351–65. doi: 10.1023/A:1024922031510.Google Scholar
Bjork, R. A., Dunlosky, J., & Kornell, N. (2013). Self-regulated learning: Beliefs, techniques, and illusions. Annual Review of Psychology, 64, 417–44.Google Scholar
Brown-Wright, L., Tyler, K. M., Graves, S. L., Thomas, D., Stevens-Watkins, D., & Mulder, S. (2013). Examining the associations among home–school dissonance, amotivation, and classroom disruptive behavior for urban high school students. Education and Urban Society, 45, 142–62. doi: 10.1177/0013124511408715.Google Scholar
Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D. (2006). Distributed practice in verbal recall tasks: A review and quantitative synthesis. Psychological Bulletin, 132, 354–80. doi: 10.1037/0033-2909.132.3.354.Google Scholar
Chen, B., Vansteenkiste, M., Beyers, W., Boone, L., Deci, E. L., Van der Kaap-Deeder, J., ... Verstuyf, J. (2015). Basic psychological need satisfaction, need frustration, and need strength across four cultures. Motivation and Emotion, 39, 216–36. doi: 10.1007/s11031-014-9450-1.Google Scholar
Cloutier, J. & Macrae, N. (2008). The feeling of choosing: Self-involvement and the cognitive status of things past. Consciousness and Cognition, 17, 125–35. doi: 10.1016/j.concog.2007.05.010.Google Scholar
Cordova, D. I. & Lepper, M. R. (1996). Intrinsic motivation and the process of learning: Beneficial effects of contextualization, personalization, and choice. Journal of Educational Psychology, 88, 715–30. doi: 10.1037/0022-0663.88.4.715.Google Scholar
Cunningham, S. J., Brady-Van den Bos, M., & Turk, D. J. (2011). Exploring the effects of ownership and choice on self-memory biases. Memory, 19, 449–61. doi: 10.1080/09658211.2011.584388.Google Scholar
Dawes, R. M. (1976). Shallow psychology. In Carroll, J. S. & Payne, J. W. (Eds.), Cognition and social behavior (pp. xiii, 290). Oxford: Lawrence Erlbaum.Google Scholar
deCharms, R. (1968). Personal causation. New York, NY: Academic Press.Google Scholar
Deci, E. L. & Ryan, R. M. (1985). The general causality orientations scale: Self-determination in personality. Journal of Research in Personality, 19, 109–34. doi: 10.1016/0092-6566(85)90023-6.Google Scholar
Deci, E. L. & Ryan, R. M. (2014). Autonomy and need satisfaction in close relationships: Relationships motivation theory. In Weinstein, N. (Ed.), Human motivation and interpersonal relationships (pp. 53–73). Dordrecht: Springer Netherlandss. doi: 10.1007/ 978-94-017-8542-6_3.Google Scholar
Eccles, J. S., Midgley, C., Wigfield, A., Buchanan, C. M., Reuman, D., Flanagan, C., & MacIver, D. (1993). Development during adolescence: The impact of stage-environment fit on young adolescents’ experiences in schools and in families. American Psychologist, 48, 90–101. doi: 10.1037/0003-066X.48.2.90.CrossRefGoogle Scholar
Flowerday, T. & Schraw, G. (2000). Teacher beliefs about instructional choice: A phenomenological study. Journal of Educational Psychology, 92, 634–45. doi: 10.1037/0022-0663.92.4.634.CrossRefGoogle Scholar
Flowerday, T. & Schraw, G. (2003). Effect of choice on cognitive and affective engagement. The Journal of Educational Research, 96, 207–15. doi: 10.1080/00220670309598810.Google Scholar
Flowerday, T., Schraw, G., & Stevens, J. (2004). The role of choice and interest in reader engagement. The Journal of Experimental Education, 72, 93–114. doi: 10.3200/JEXE.72.2.93-114.CrossRefGoogle Scholar
Flowerday, T. & Shell, D. F. (2015). Disentangling the effects of interest and choice on learning, engagement, and attitude. Learning and Individual Differences, 40, 134–40. doi: 10.1016/j.lindif.2015.05.003.Google Scholar
Fujiwara, J., Usui, N., Park, S. Q., Williams, T., Iijima, K., Taira, M., ... Tobler, P. N. (2013). Value of freedom to choose encoded by the human brain. Journal of Neurophysiology, 110(8), 1915–29. doi: 10.1152/jn.01057.2012.Google Scholar
Gottfried, A. E., Fleming, J. S., & Gottfried, A. W. (2001). Continuity of academic intrinsic motivation from childhood through late adolescence: A longitudinal study. Journal of Educational Psychology, 93, 3–13. doi: 10.1037/0022-0663.93.1.3.CrossRefGoogle Scholar
Grotevant, H. D. & Cooper, C. R. (1986). Individuation in family relationships. Human Development, 29, 82–100. doi: 10.1159/000273025.Google Scholar
Hagger, M. S., Rentzelas, P., & Chatzisarantis, N. L. D. (2014). Effects of individualist and collectivist group norms and choice on intrinsic motivation. Motivation and Emotion, 38, 215–23. doi: 10.1007/s11031-013-9373-2.Google Scholar
Hajcak, G. & Foti, D. (2008). Errors are aversive: Defensive motivation and the error-related negativity. Psychological Science, 19, 103–8. doi: 10.1111/ j.1467-9280.2008.02053.x.Google Scholar
Henry, R. A. (1994). The effects of choice and incentives on the overestimation of future performance. Organizational Behavior and Human Decision Processes, 57, 210–25. doi: 10.1006/obhd.1994.1012.Google Scholar
Henry, R. A. & Sniezek, J. A. (1993). Situational factors affecting judgments of future performance. Organizational Behavior and Human Decision Processes, 54, 104–32. doi: 10.1006/obhd.1993.1005.Google Scholar
Hidi, S. (2015). Revisiting the role of rewards in motivation and learning: Implications of neuroscientific research. Educational Psychology Review, 28(1), 61–93. doi: 10.1007/s10648-015-9307-5.CrossRefGoogle Scholar
Hidi, S. & Renninger, K. A. (2006). The four-phase model of interest development. Educational Psychologist, 41, 111–27. doi: 10.1207/s15326985ep4102_4.Google Scholar
Hidi, S., Renninger, K. A., & Northoff, G. (2017). The development of interest and self-related processing. In Guay, F., Marsh, H. W., McInerney, D. M., & Craven, R. G. (Eds.), International advances in self research, Vol. 6: SELF – Driving positive psychology and well-being (pp. 51–70). Charlotte, NC: Information Age Press.Google Scholar
Hill, J. P. & Holmbeck, G. N. (1986). Attachment and autonomy during adolescence. Annals of Child Development, 3, 145–89.Google Scholar
Hirano, T. & Ukita, J. (2003). Choosing words at the study phase: The self-choice effect on memory from the viewpoint of connective processing. Japanese Psychological Research, 45, 38–49.Google Scholar
Holroyd, C. B. & Coles, M. G. H. (2002). The neural basis of human error processing: Reinforcement learning, dopamine, and the error-related negativity. Psychological Review, 109, 679–709. doi: 10.1037/0033-295X.109.4.679.Google Scholar
Hsu, M., Bhatt, M., Adolphs, R., Tranel, D., & Camerer, C. F. (2005). Neural systems responding to degrees of uncertainty in human decision making. Science, 310, 1680–3.Google Scholar
Humphreys, G. W. & Sui, J. (2015). The salient self: Social saliency effects based on self-bias. Journal of Cognitive Psychology, 27, 129–40. doi: 10.1080/ 20445911.2014.996156.Google Scholar
Iyengar, S. (2010). The art of choosing. New York: Grand Central Publishing.Google Scholar
Iyengar, S. S. & DeVoe, S. E. (2003). Rethinking the value of choice: Considering cultural mediators of intrinsic motivation. In Murphy-Berman, V. & Berman, J. J. (Eds.), Nebraska symposium on motivation. Cross-cultural differences in perspectives on the self (Vol. 49, pp. 129–74). Lincoln: University of Nebraska Press.Google Scholar
Iyengar, S. S. & Lepper, M. R. (1999). Rethinking the value of choice: a cultural perspective on intrinsic motivation. Journal of Personality and Social Psychology, 76, 349.Google Scholar
Iyengar, S. S. & Lepper, M. R. (2000). When choice is demotivating: Can one desire too much of a good thing? Journal of Personality and Social Psychology, 79(6), 995–1006. doi: 10.1037/0022-3514.79.6.995.Google Scholar
Jacobs, J. E. & Eccles, J. S. (2000). Parents, task values, and real-life achievement-related choices. In Sansone, C. & Harackiewicz, J. (Eds.), Intrinsic and Extrinsic Motivation: The Search for Optimal Motivation and Performance (pp. 405–39). San Diego, CA: Academic Press.Google Scholar
Jang, H., Reeve, J., & Deci, E. L. (2010). Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure. Journal of Educational Psychology, 102, 588–600. doi: 10.1037/a0019682.Google Scholar
Kahneman, D., Slovic, P., & Tversky, A. (1982). Judgment under uncertainty: Heuristics and Biases. Cambridge, UK: Cambridge University Press.Google Scholar
Katz, I. & Assor, A. (2007). When choice motivates and when it does not. Educational Psychology Review, 19, 429. doi: 10.1007/s10648-006-9027-y.Google Scholar
Klein, S. B. & Loftus, J. (1988). The nature of self-referent encoding: The contributions of elaborative and organizational processes. Journal of Personality and Social Psychology, 55, 5–11. doi: 10.1037/0022-3514.55.1.5.Google Scholar
Kornell, N. & Metcalfe, J. (2006). Study efficacy and the region of proximal learning framework. Journal of Experimental Psychology: Learning, Memory, and Cognition, 32, 609–22. doi: 10.1037/0278-7393.32.3.609.Google Scholar
Langer, E. J. (1975). The illusion of control. Journal of Personality and Social Psychology, 32, 311.Google Scholar
Legault, L. & Inzlicht, M. (2013). Self-determination, self-regulation, and the brain: Autonomy improves performance by enhancing neuroaffective responsiveness to self-regulation failure. Journal of Personality and Social Psychology, 105(1), 123–38.Google Scholar
León, J., Núñez, J. L., & Liew, J. (2015). Self-determination and STEM education: Effects of autonomy, motivation, and self-regulated learning on high school math achievement. Learning and Individual Differences, 43, 156–63. doi: 10.1016/j.lindif.2015.08.017.CrossRefGoogle Scholar
Leotti, L. A. & Delgado, M. R. (2011). The inherent reward of choice. Psychological Science, 22, 1310–18. doi: 10.1177/0956797611417005.Google Scholar
Leotti, L. A. & Delgado, M. R. (2014). The value of exercising control over monetary gains and losses. Psychological Science, 25, 596–604. doi: 10.1177/0956797613514589.Google Scholar
Leotti, L. A., Iyengar, S. S., & Ochsner, K. N. (2010). Born to choose: The origins and value of the need for control. Trends in Cognitive Sciences, 14, 457–63. doi: 10.1016/j.tics.2010.08.001.Google Scholar
Lepper, M. R., Corpus, J. H., & Iyengar, S. S. (2005). Intrinsic and extrinsic motivational orientations in the classroom: Age differences and academic correlates. Journal of Educational Psychology, 97, 184–96. doi: 10.1037/0022-0663.97.2.184.Google Scholar
Leroy, N. & Bressoux, P. (2016). Does amotivation matter more than motivation in predicting mathematics learning gains? A longitudinal study of sixth-grade students in France. Contemporary Educational Psychology, 44–45, 41–53. doi: 10.1016/j.cedpsych.2016.02.001.Google Scholar
Lewin, K. (1952). Selected theoretical papers. In Field Theory in Social Science. London: Social Science Paperbacks.Google Scholar
Linnenbrink-Garcia, L., Patall, E. A., & Messersmith, E. E. (2013). Antecedents and consequences of situational interest. British Journal of Educational Psychology, 83, 591–614. doi: 10.1111/j.2044-8279.2012.02080.x.Google Scholar
Lisman, J. E., & Grace, A. A. (2005). The hippocampal-VTA loop: Controlling the entry of information into long-term memory. Neuron, 46(5), 703–13. doi: 10.1016/j.neuron.2005.05.002.CrossRefGoogle ScholarPubMed
Luu, P., Collins, P., & Tucker, D. M. (2000). Mood, personality, and self-monitoring: Negative affect and emotionality in relation to frontal lobe mechanisms of error monitoring. Journal of Experimental Psychology: General, 129, 43–60. doi: 10.1037/0096-3445.129.1.43.Google Scholar
Markus, H. R. & Kitayama, S. (1991). Culture and the self: Implications for cognition, emotion, and motivation. Psychological Review, 98, 224–53. doi: 10.1037/0033-295X.98.2.224.Google Scholar
Metcalfe, J. (2009). Metacognitive judgments and control of study. Current Directions in Psychological Science, 18, 159–63. doi: 10.1111/j.1467-8721.2009.01628.x.Google Scholar
Midgley, C. & Feldlaufer, H. (1987). Students’ and teachers’ decision-making fit before and after the transition to junior high school. The Journal of Early Adolescence, 7, 225–41. doi: 10.1177/0272431687072009.Google Scholar
Moller, A. C., Deci, E. L., & Ryan, R. M. (2006). Choice and ego-depletion: The moderating role of autonomy. Personality and Social Psychology Bulletin, 32, 1024–36. doi: 10.1177/0146167206288008.Google Scholar
Monty, R. A., Rosenberger, M. A., & Perlmuter, L. C. (1973). Amount of locus of choice as sources of motivation in paired-associate learning. Journal of Experimental Psychology, 97, 16.Google Scholar
Mouratidis, A. A., Vansteenkiste, M., Sideridis, G., & Lens, W. (2011). Vitality and interest–enjoyment as a function of class-to-class variation in need-supportive teaching and pupils’ autonomous motivation. Journal of Educational Psychology, 103, 353–66. doi: 10.1037/a0022773.Google Scholar
Murayama, K., Izuma, K., Aoki, R., & Matsumoto, K. (2016). “Your choice” motivates you in the brain: The emergence of autonomy neuroscience. In Kim, S.-I., Reeve, J., & Bong, M. (Eds.), Recent developments in neuroscience research on human motivation (Advances in Motivation and Achievement, Vol. 19, pp. 95–125). Bingley, UK: Emerald Group Publishing. doi: 10.1108/S0749-742320160000019004.Google Scholar
Murayama, K., Matsumoto, M., Izuma, K., Sugiura, A., Ryan, R. M., Deci, E. L., & Matsumoto, K. (2015). How self-determined choice facilitates performance: A key role of the ventromedial prefrontal cortex. Cerebral Cortex, 25(5), 1241–51. doi: 10.1093/cercor/bht317.Google Scholar
Murayama, K., Pekrun, R., Lichtenfeld, S., & vom Hofe, R. (2013). Predicting long-term growth in students’ mathematics achievement: The unique contributions of motivation and cognitive strategies. Child Development, 84, 1475–90. doi: 10.1111/cdev.12036.Google Scholar
Murty, V. P., DuBrow, S., & Davachi, L. (2015). The simple act of choosing influences declarative memory. Journal of Neuroscience, 35, 6255–64. doi: 10.1523/JNEUROSCI.4181-14.2015.Google Scholar
Nelson, N. & Vohs, K. (2008). Making choices depletes the self's resources and impairs subsequent self-regulation. NA-Advances in Consumer Research, 35, 905–6.Google Scholar
Nisbett, R. E. & Ross, L. (1980). Human inference: Strategies and shortcomings of social judgment. New York: Prentice-Hall.Google Scholar
Overskeid, G. & Svartdal, F. (1996). Effect of reward on subjective autonomy and interest when initial interest is low. The Psychological Record, 46, 319–32.Google Scholar
Parker, L. E. & Lepper, M. R. (1992). Effects of fantasy contexts on children's learning and motivation: Making learning more fun. Journal of Personality and Social Psychology, 62, 625–33. doi: 10.1037/0022-3514.62.4.625.Google Scholar
Patall, E. A. (2013). Constructing motivation through choice, interest, and interestingness. Journal of Educational Psychology, 105, 522–34. doi: 10.1037/a0030307.Google Scholar
Patall, E. A., Cooper, H., & Robinson, J. C. (2008). The effects of choice on intrinsic motivation and related outcomes: A meta-analysis of research findings. Psychological Bulletin, 134, 270–300. doi: 10.1037/0033-2909.134.2.270.Google Scholar
Patall, E. A., Cooper, H., & Wynn, S. R. (2010). The effectiveness and relative importance of choice in the classroom. Journal of Educational Psychology, 102, 896–915. doi: 10.1037/a0019545.Google Scholar
Patall, E. A., Dent, A. L., Oyer, M., & Wynn, S. R. (2013). Student autonomy and course value: The unique and cumulative roles of various teacher practices. Motivation and Emotion, 37, 14–32. doi: 10.1007/s11031-012-9305-6.Google Scholar
Patall, E. A. & Leach, J. K. (2015). The role of choice provision in academic dishonesty. Contemporary Educational Psychology, 42, 97–110. doi: 10.1016/j.cedpsych.2015.06.004.Google Scholar
Patall, E. A., Sylvester, B. J., & Han, C. (2014). The role of competence in the effects of choice on motivation. Journal of Experimental Social Psychology, 50, 27–44. doi: 10.1016/j.jesp.2013.09.002.Google Scholar
Perlmuter, L. C. & Monty, R. A. (1973). Effect of choice of stimulus on paired-associate learning. Journal of Experimental Psychology, 99, 120–3. doi: 10.1037/h0034749.Google Scholar
Perlmuter, L. & Monty, R. A. (Eds.). (1979). Choice and perceived control. Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar
Perlmuter, L., Monty, R. A., & Kimble, G. A. (1971). Effect of choice on paired-associate learning. Journal of Experimental Psychology, 91, 47–53. doi: 10.1037/h0031828.Google Scholar
Reed, A. E., Mikels, J. A., & Löckenhoff, C. E. (2012). Choosing with confidence: Self-efficacy and preferences for choice. Judgment and Decision Making, 7, 173–80.CrossRefGoogle Scholar
Reeve, J., Nix, G., & Hamm, D. (2003). Testing models of the experience of self-determination in intrinsic motivation and the conundrum of choice. Journal of Educational Psychology, 95, 375–92. doi: 10.1037/0022-0663.95.2.375.Google Scholar
Rogers, T., Kuiper, N., & Kirker, W. (1977). Self-reference and the encoding of personal information. Journal of Personality and Social Psychology, 35, 677–88. doi: 10.1037/0022-3514.35.9.677.Google Scholar
Roth, G., Kanat-Maymon, Y., & Assor, A. (2015). The role of unconditional parental regard in autonomy-supportive parenting. Journal of Personality, 84, 716–25. doi: 10.1111/jopy.12194.Google Scholar
Ruedy, N. E., Moore, C., Gino, F., & Schweitzer, M. E. (2013). The cheater's high: The unexpected affective benefits of unethical behavior. Journal of Personality and Social Psychology, 105, 531–48. doi: 10.1037/a0034231.Google Scholar
Ryan, R. M. & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68.Google Scholar
Ryan, R. M. & Deci, E. L. (2006). Self-regulation and the problem of human autonomy: Does psychology need choice, self-determination, and will? Journal of Personality, 74, 1557–86. doi: 10.1111/j.1467-6494.2006.00420.x.Google Scholar
Scheibehenne, B., Greifeneder, R., & Todd, P. M. (2010). Can there ever be too many options? A meta-analytic review of choice overload. Journal of Consumer Research, 37, 409–25. doi: 10.1086/651235.Google Scholar
Schiefele, U. (2009). Situational and individual interest. In Wentzel, K. R. & Wigfield, A. (Eds.), Handbook of Motivation at School (pp. 197–222). New York, NY: Routledge.Google Scholar
Schraw, G., Flowerday, T., & Lehman, S. (2001). Increasing situational interest in the classroom. Educational Psychology Review, 13, 211–24. doi: 10.1023/A:1016619705184.Google Scholar
Schwartz, B. (2000). Self-determination: The tyranny of freedom. American Psychologist, 55, 79–88. doi: 10.1037//0003-066X.55.1.79.Google Scholar
Sethi-Iyengar, S., Huberman, G., & Jiang, W. (2004). How much choice is too much? Contributions to 401(k) retirement plans. Pension Design and Structure: New Lessons from Behavioral Finance, 83, 84–7.Google Scholar
Shen, B., Wingert, R. K., Li, W., Sun, H., & Rukavina, P. B. (2010). An amotivation model in physical education. Journal of Teaching in Physical Education, 29, 72–84. doi: 10.1123/jtpe.29.1.72.Google Scholar
Sierens, E., Vansteenkiste, M., Goossens, L., Soenens, B., & Dochy, F. (2009). The synergistic relationship of perceived autonomy support and structure in the prediction of self-regulated learning. British Journal of Educational Psychology, 79, 57–68. doi: 10.1348/000709908X304398.Google Scholar
Skinner, E. A. (1996). A guide to constructs of control. Journal of Personality and Social Psychology, 71, 549–70. doi: 10.1037/0022-3514.71.3.549.Google Scholar
Smetana, J. G., Campione-Barr, N., & Daddis, C. (2004). Longitudinal development of family decision making: Defining healthy behavioral autonomy for middle-class African American adolescents. Child Development, 75, 1418–34. doi: 10.1111/j.1467-8624.2004.00749.x.Google Scholar
Soenens, B., Vansteenkiste, M., Lens, W., Luyckx, K., Goossens, L., Beyers, W., & Ryan, R. M. (2007). Conceptualizing parental autonomy support: Adolescent perceptions of promotion of independence versus promotion of volitional functioning. Developmental Psychology, 43, 633–46.Google Scholar
Son, L. K. (2005). Metacognitive control: Children's short-term versus long-term study strategies. The Journal of General Psychology, 132, 347–64. doi: 10.3200/GENP.132.4.347-364.Google Scholar
Son, L. K. (2010). Metacognitive control and the spacing effect. Journal of Experimental Psychology: Learning, Memory, and Cognition, 36, 255–62. doi: 10.1037/a0017892.Google Scholar
Symons, C. S. & Johnson, B. T. (1997). The self-reference effect in memory: A meta-analysis. Psychological Bulletin, 121, 371.Google Scholar
Tafarodi, R. W., Milne, A. B., & Smith, A. J. (1999). The confidence of choice: Evidence for an augmentation effect on self-perceived performance. Personality and Social Psychology Bulletin, 25, 1405–16. doi: 10.1177/0146167299259006.Google Scholar
Takahashi, M. (1991). The role of choice in memory as a function of age: Support for a metamemory interpretation of the self-choice effect. Psychologia: An International Journal of Psychology in the Orient, 34, 254–8.Google Scholar
Takahashi, M. (1992). Memorial consequences of choosing nonwords: Implication for interpretations of the self-choice effect. Japanese Psychological Research, 34, 35–8.Google Scholar
Takahashi, M. (1997). The encoding process in human memory. Kyoto: Kitaohji-Shobo.Google Scholar
Takahashi, M. & Umemoto, T. (1987). The study of selective memory in children: An interaction of academic successfulness and free choice. Human Developmental Research, 3, 167–76.Google Scholar
Thiede, K. W., Anderson, M. C., & Therriault, D. (2003). Accuracy of metacognitive monitoring affects learning of texts. Journal of Educational Psychology, 95, 66–73. doi: 10.1037/0022-0663.95.1.66.Google Scholar
Toyota, H. (2015). The role of word choice and criterion on intentional memory. Perceptual and Motor Skills, 120(1), 84–94. doi: 10.2466/22.PMS.120v12x2.Google Scholar
Tsai, Y.-M., Kunter, M., Lüdtke, O., Trautwein, U., & Ryan, R. M. (2008). What makes lessons interesting? The role of situational and individual factors in three school subjects. Journal of Educational Psychology, 100, 460–72. doi: 10.1037/0022-0663.100.2.460.Google Scholar
Vallerand, R. J., Fortier, M. S., & Guay, F. (1997). Self-determination and persistence in a real-life setting: Toward a motivational model of high school dropout. Journal of Personality and Social Psychology, 72, 1161–76. doi: 10.1037/0022-3514.72.5.1161.Google Scholar
Van Petegem, S., Beyers, W., Vansteenkiste, M., & Soenens, B. (2012). On the association between adolescent autonomy and psychosocial functioning: Examining decisional independence from a self-determination theory perspective. Developmental Psychology, 48, 76.Google Scholar
Vansteenkiste, M., Niemiec, C. P., & Soenens, B. (2010). The development of the five mini-theories of self-determination theory: An historical overview, emerging trends, and future directions. In The decade ahead: Theoretical perspectives on motivation and achievement (Vol. 16, Part A, pp. 105–65). Bingley, UK: Emerald Group Publishing Limited. doi: 10.1108/S0749-7423(2010)000016A007.Google Scholar
Vansteenkiste, M., Sierens, E., Goossens, L., Soenens, B., Dochy, F., Mouratidis, A., ... Beyers, W. (2012). Identifying configurations of perceived teacher autonomy support and structure: Associations with self-regulated learning, motivation and problem behavior. Learning and Instruction, 22, 431–9. doi: 10.1016/j.learninstruc.2012.04.002.Google Scholar
Wang, M.-T. & Eccles, J. S. (2013). School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective. Learning and Instruction, 28, 12–23. doi: 10.1016/j.learninstruc.2013.04.002.Google Scholar
Watanabe, T. (2001). Effects of constrained choice on memory: The extension of the multiple-cue hypothesis to the self-choice effect. Japanese Psychological Research, 43(2), 98–103.Google Scholar
Watanabe, T. & Soraci, S. A. (2004). The self-choice effect from a multiple-cue perspective. Psychonomic Bulletin & Review, 11, 168–72.Google Scholar
White, R. W. (1959). Motivation reconsidered: The concept of competence. Psychological Review, 66(5), 297–333. doi: 10.1037/h0040934.Google Scholar
Williams, J. D., Wallace, T. L., & Sung, H. C. (2016). Providing choice in middle grade classrooms: An exploratory study of enactment variability and student reflection. The Journal of Early Adolescence, 36(4), 527–50. doi: 10.1177/0272431615570057.Google Scholar
Ybarra, O., Lee, D. S., & Gonzalez, R. (2012). Supportive social relationships attenuate the appeal of choice. Psychological Science, 23, 1186–92. doi: 10.1177/0956797612440458.Google Scholar
Yeager, D. S., Henderson, M. D., Paunesku, D., Walton, G. M., D'Mello, S., Spitzer, B. J., & Duckworth, A. L. (2014). Boring but important: A self-transcendent purpose for learning fosters academic self-regulation. Journal of Personality and Social Psychology, 107, 559–80. doi: 10.1037/a0037637.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×