The effects of choice on intrinsic motivation and related outcomes: a meta-analysis of research findings.

By Erika A. Patall, H. Cooper, Jorgianne Civey Robinson. Psychological bulletin, 2008

948 citations recorded by the source corpus.

Subfields: Applied Psychology, Management, Monitoring, Policy and Law, Social Psychology

View Paper: https://www.semanticscholar.org/paper/51c4a7586da6c66b5c417ba778fe750c36fe2886

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Applied Psychology

In Management, Monitoring, Policy and Law

In Social Psychology

Citations in the corpus

Let Us Not Throw Out the Baby With the Bathwater: Applying the Principle of Universalism Without Uniformity to Autonomy-Supportive and Controlling Parenting (2015, background): “Parental provision of choice is an interesting case because, although choice typically promotes motivation, effort, and performance, its effects are complex and qualified by many factors, including culture (19).”
Prospective prediction of health-related behaviours with the Theory of Planned Behaviour: a meta-analysis (2011, methodology): “Following Lipsey (2003) and Patall, Cooper, and Robinson (2008) these moderators were first assessed for potential confounding.”
Levels of Analysis, Regnant Causes of Behavior and Well-Being: The Role of Psychological Needs (2011, background): “We know, for example, that when people have the experience of autonomy, which tends to be facilitated by the democratic process, they are more engaged and effective in learning and problem solving and display greater well-being (eg, Jang, Reeve, Ryan, & Kim, 2009 ; Patall, Cooper, & Robinson, 2008”
The Relation Between Self-Regulated Learning and Academic Achievement Across Childhood and Adolescence: A Meta-Analysis (2015, positive): “A shifting unit of analysis approach (Cooper 2010) is frequently adopted (e.g., Patall et al. 2008), as it was for this meta-analysis6.”
Identification with Academics and Motivation to Achieve in School: How the Structure of the Self Influences Academic Outcomes (2011, background): “Another way that teachers can empower students is by giving them choices as to the courses or topics that they can study, the materials they can use, and/or the strategies they can implement ( Patall et al. 2008; Ryan and La Guardia 1999; Stefanou et al. 2004).”
The role of teachers’ motivation and mindsets in predicting a (de)motivating teaching style in higher education: a circumplex approach (2020, positive): “…a key practice in the partici-pative approach, depends on a number of criteria, including the number and type of offered options (De Muynck et al. 2019; Patall et al. 2008; Schneider et al. 2018) as well as characteristics of the chooser (e.g., trait indecisiveness; Waterschoot et al. 2019).”
Student autonomy and course value: The unique and cumulative roles of various teacher practices (2013, background): “…interest, enjoyment, and persistence on a task (Cordova and Lepper 1996; Iyengar and Lepper 1999; Swann and Pittman 1977; Mouratidis et al. 2011; Patall et al. 2008, 2010; Zuckerman et al. 1978), as well as enhanced task value, effort, task performance, subsequent learning, and perceived…”