When Choice Motivates and When It Does Not

Autor/inn/en	Katz, Idit; Assor, Avi
Titel	When Choice Motivates and When It Does Not
Quelle	In: Educational Psychology Review, 19 (2007) 4, S.429-442 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-726X
DOI	10.1007/s10648-006-9027-y
Schlagwörter	Learning Motivation; Teaching Methods; Student Motivation; Learning Theories; Student Attitudes; Well Being + Suchen Sie Ihr Suchwort? Motivation for studies; Lernmotivation; Teaching method; Lehrmethode; Unterrichtsmethode; Schulische Motivation; Learning theory; Lerntheorie; Schülerverhalten; Well-being; Wellness; Wohlbefinden
Abstract	This article addresses the controversy regarding the value of offering choices as a teaching practice. Inconsistent of results regarding the effects of choice in various settings suggest that choice can be either motivating or de-motivating. Based on the self-determination theory of motivation (Deci & Ryan, 2000), we propose that choice can be motivating when the options meet the students' need for autonomy, competence, and relatedness. For example, choice is motivating when the options are relevant to the students' interests and goals (autonomy support), are not too numerous or complex (competence support), and are congruent with the values of the students' culture (relatedness support). Given the many factors involved, it is not surprising that in some studies choice was not found to promote engagement. However, when choice was offered in a way that met the needs of the students, it was found to enhance motivation, learning, and well-being. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10