Effect of Choice on Cognitive and Affective Engagement

By Terri Flowerday, Gregory Schraw. 2003

160 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/1b9923ab76a05f2db951c20744e7fccd0cab6f9a

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

The effectiveness and relative importance of choice in the classroom. (2010, background): “In a second study, students allowed to choose the pacing of the task spent less time studying and performed more poorly on cognitive measures compared with students whose pace was dictated by the experimenter (Flowerday & Schraw, 2003).”
Affective learning: A taxonomy for teaching social work values (2010, background): “Much of the research on affective learning has concerned itself with providing strategies to enhance external conditions that promote motivation, attention, and retention (Ainley, 2006; Bye, Pushkar, & Conway, 2007; Flowerday & Schraw, 2003; Keogh, 1998; Miller, 2005; Stone & Glascott, 1997).”
Student autonomy and course value: The unique and cumulative roles of various teacher practices (2013, background): “…the value of providing choices as a motivational strategy and the frequent failure of prior research to find significant effects of choice provision (e.g. Assor et al. 2002; Flowerday and Schraw 2003; Flowerday et al. 2004; Reeve et al. 2003; Parker and Lepper 1992; Overskeid and Svartdal 1996).”
Effects of choice on student motivation and physical activity behavior in physical education. (2008, background): “In contrast, Flowerday and Schraw (2003) found that choice had no positive effect on cognitive engagement in a classroom setting.”
The effects of choice on intrinsic motivation and related outcomes: a meta-analysis of research findings. (2008, background): “For example, in one study by Flowerday and Schraw (2003), participants were asked to choose between completing an essay task or a crossword puzzle.”
Constructing motivation through choice, interest, and interestingness (2013, background): “…studies have found choice to be a ubiquitously beneficial and some suggest it may even have a negative effect on adaptive motivation and performance outcomes (e.g., Flowerday & Schraw, 2003; Flowerday, Schraw, & Stevens, 2004; Overskeid & Svartdal, 1996; Parker & Lepper, 1992; Reeve et al., 2003).”
The Four-Phase Model of Interest Development (2006, background): “Positive feelings for content may be facilitated by offering choice in tasks (Flowerday & Schraw, 2003), promoting a sense of autonomy (Deci, 1992), innovative task organization, support for developing the knowledge that is needed for successful task completion, and building a sense of competence…”
When Choice Motivates and When It Does Not (2007, background): “Interestingly, the combination of improved performance accompanied by decreased enjoyment also characterizes the results of the second experiment reported by Flowerday and Schraw (2003) .”