The effectiveness and relative importance of choice in the classroom.

By Erika A. Patall, H. Cooper, S. R. Wynn. 2010

352 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/d775a872efd7ec3828edd3122f40871ba89c48b5

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In Social Psychology

Citations in the corpus

Promoting Student Engagement in the Classroom (2014, background): “Allowing for such choice in the classroom has been found to be related to higher intrinsic motivation, engagement, sense of competence, and academic achievement (Patall, Cooper, & Wynn, 2010).”
The decline of academic motivation during adolescence: an accelerated longitudinal cohort analysis on the effect of psychological need satisfaction (2016, background): “Several studies (e.g. Assor, Kaplan, & Roth, 2002; Patall et al., 2010; Reeve, Jang, Carrell, Jeon, & Barch, 2004; Thomas & Müller, 2014) showed that students are more engaged when teachers use various autonomy-supportive practices during instruction, such as allowing students to express…”
Using personalized learning as an instructional approach to motivate learners in online higher education: Learner self-determination and intrinsic motivation (2020, background): “Research has revealed that when learners see the connection between the course content and assignments, it is more likely that the learners will spend more time and effort, resulting in a higher potential to complete the course assignments (Lee et al., 2015; Patall et al., 2010).”
Adolescents' Homework Performance in Mathematics and Science: Personal Factors and Teaching Practices (2015, background): “It seems that effort is more related to motivation and personality traits (Trautwein et al., 2006), the role of the teacher (Patall et al., 2010; Xu, 2011), and previous performance (Xu, 2008).”
Identification with Academics and Motivation to Achieve in School: How the Structure of the Self Influences Academic Outcomes (2011, background): “Empirical evidence indicates that when students are provided with a choice of homework options (as compared to when they are not provided options), they report higher intrinsic motivation to do the homework, feel more competent in completing their homework, and perform at higher level on a unit test”
Constructing motivation through choice, interest, and interestingness (2013, background): “…and performance due to choice have involved neutral or lackluster activities, such as solving anagram puzzles and paired-associate word learning (e.g., Iyengar & Lepper, 1999; Monty, Rosenberger, & Perlmuter, 1973; Perlmuter & Monty, 1973) or homework in a classroom context (Patall et al., 2010).”
Student Motivation: Current Theories, Constructs, and Interventions Within an Expectancy-Value Framework (2016, background): “In one study, Patall, Cooper, and Wynn ( 2010 ) randomly assigned high school students to receive a choice of home-work assignments or no choice.”
Adaptive Motivation and Emotion in Education (2016, background): “Similarly, students were more intrinsically motivated to complete homework and performed better on unit tests when they received choices of homework assignments (Patall et al., 2010).”
Disentangling the effects of interest and choice on learning, engagement, and attitude (2015, background): “As in past studies (Flowerday & Schraw, 2003; Patall, 2013; Patall et al., 2010; Schraw et al., 1998), choice made students feel more positive and positive attitude is important; however, having choice does not appear to translate into more engagement or learning.”