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The Effectiveness and Relative Importance of Choice in the Classroom

Publication ,  Journal Article
Patall, EA; Cooper, H; Wynn, SR
Published in: Journal of Educational Psychology
November 1, 2010

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. © 2010 American Psychological Association.

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Published In

Journal of Educational Psychology

DOI

ISSN

0022-0663

Publication Date

November 1, 2010

Volume

102

Issue

4

Start / End Page

896 / 915

Related Subject Headings

  • Education
  • 5201 Applied and developmental psychology
  • 3904 Specialist studies in education
  • 1702 Cognitive Sciences
  • 1701 Psychology
  • 1303 Specialist Studies in Education
 

Citation

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Patall, E. A., Cooper, H., & Wynn, S. R. (2010). The Effectiveness and Relative Importance of Choice in the Classroom. Journal of Educational Psychology, 102(4), 896–915. https://doi.org/10.1037/a0019545
Patall, E. A., H. Cooper, and S. R. Wynn. “The Effectiveness and Relative Importance of Choice in the Classroom.” Journal of Educational Psychology 102, no. 4 (November 1, 2010): 896–915. https://doi.org/10.1037/a0019545.
Patall EA, Cooper H, Wynn SR. The Effectiveness and Relative Importance of Choice in the Classroom. Journal of Educational Psychology. 2010 Nov 1;102(4):896–915.
Patall, E. A., et al. “The Effectiveness and Relative Importance of Choice in the Classroom.” Journal of Educational Psychology, vol. 102, no. 4, Nov. 2010, pp. 896–915. Scopus, doi:10.1037/a0019545.
Patall EA, Cooper H, Wynn SR. The Effectiveness and Relative Importance of Choice in the Classroom. Journal of Educational Psychology. 2010 Nov 1;102(4):896–915.

Published In

Journal of Educational Psychology

DOI

ISSN

0022-0663

Publication Date

November 1, 2010

Volume

102

Issue

4

Start / End Page

896 / 915

Related Subject Headings

  • Education
  • 5201 Applied and developmental psychology
  • 3904 Specialist studies in education
  • 1702 Cognitive Sciences
  • 1701 Psychology
  • 1303 Specialist Studies in Education