When Choice Motivates and When It Does Not

By I. Katz, A. Assor. 2007

553 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/392c544bc3cb0c06506cb1804e6aaa3955c8bfb4

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In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Determinants of coach motivation and autonomy supportive coaching behaviours. (2013, background): “An individual engages in autonomy-supportive behaviours when they offer meaningful choice (Katz & Assor, 2007), minimize pressure and avoid controlling behaviour (Black & Deci, 2000), acknowledge others’ feelings (Deci, Egharari, Patrick, & Leone, 1994), and allow the others to participate in the…”
Attachment in the Classroom (2009, background): “Note that choice may be less important for students from collectivist cultures than those from individualist cultures (Iyengar and Lepper 2000; Katz and Assor 2007).”
Student autonomy and course value: The unique and cumulative roles of various teacher practices (2013, background): “…have been found to vary based on the extent to which they promote freedom to express one’s preferences and initiate or regulate one’s own behavior (Katz and Assor 2007; Reeve et al. 2003) and whether choices are administered in an autonomy-supportive or controlling manner (Moller et al. 2006;…”
The challenge of self‐directed and self‐regulated learning in vocational education: a theoretical analysis and synthesis of requirements (2010, background): “However, too many choices may lead to increased anxiety, so providing assistance at appropriate times is essential (Brockett 2006; Katz and Assor 2007).”
Influences that undermine learners' perceptions of autonomy, competence and relatedness in an online context (2015, background): “Obviously, a number of actual choices were available to learners but as this finding demonstrates and other studies suggest (Katz & Assor, 2007; Patall, Cooper, & Robinson., 2008), provision of choice does not necessarily translate to perceptions of choice by learners.”
Weaving Cultural Relevance and Achievement Motivation Into Inclusive Classroom Cultures (2018, background): “In achievement motivation research, autonomy support is interpreted as incorporating choice of activities (Katz & Assor, 2007), providing explanatory rationales (Reeve, Jang, Hardre, & Omura, 2002) and encouragement (Reeve & Jang, 2006), and adopting noncontrolling assessment strategies (R. M.…”
Enhancing autonomy-supportive I–Thou dialogue in schools: conceptualization and socio-emotional effects of an intervention program (2012, background): “…teachers may offer choices and think that this supports students’ need for autonomy; yet, in the absence of a dialogue that truly seeks to understand the child perspective, they might fail to understand that the choices offered do not match students’ authentic interests (e.g., Katz and Assor 2007).”
The effectiveness and relative importance of choice in the classroom. (2010, background): “In a narrative review examining when choice had motivational benefits and when it did not, Katz and Assor (2007) suggested that choice may only be effective when it successfully satisfies fundamental needs for autonomy, competence, and relatedness.”
Developing Reading Comprehension and Academic Vocabulary for English Language Learners Through Science Content: A Formative Experiment (2011, background): “As mentioned, one of the assumptions behind supporting autonomy is that individuals will feel autonomous when they understand the value or relevance of the task in which they are engaged and, thus, identify with it ( Katz & Assor, 2007 ; Ryan & Deci, 2000 ).”
Motivation During an Excessively Challenging Reading Task: The Buffering Role of Relative Topic Interest (2011, background): “Students’ interest in a reading task is highly dependent on their individual interests in certain topics or content, with higher interest for tasks involving personally interesting topics ( Ainley, Hidi, et al, 2002 ; Ainley, Hillman, & Hidi, 2002 ; Katz & Assor, 2007 ; Rheinberg, Vollmeyer, & Ro”
Daily Autonomy Supporting or Thwarting and Students’ Motivation and Engagement in the High School Science Classroom (2017, background): “Theoretically, choice is presumed to enhance the experiences of autonomy by allowing individuals to express the self and act in accordance with their personal preferences and interests (e.g., Katz & Assor, 2007; Patall et al., 2008; Ryan & Deci, 2000).”
The interplay of perceived stress, self-determination and school engagement in adolescence (2014, background): “…competence can be supported through teacher feedback and teaching style (Katz & Assor, 2007; Niemiec & Ryan, 2009); and finally, the need for relatedness can be supported through strong peer and teacher relationships including interpersonal involvement (Katz & Assor, 2007; Niemiec & Ryan, 2009).”