NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1066629
Record Type: Journal
Publication Date: 2015-May
Pages: 16
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0268-2141
The Effects of Choice in the Classroom: Is There Too Little or Too Much Choice?
Thompson, Margareta; Beymer, Patrick
Support for Learning, v30 n2 p105-120 May 2015
Motivation is a subject that is constantly discussed in the field of education. Teachers are taught not only to teach their students, but to motivate them to want to learn. As students get older, intrinsic motivation tends to decrease; therefore it becomes more difficult for teachers to motivate students (Ryan and Deci, 2000a). According to self-determination theory (Ryan and Deci, 2000a, 2000b), students' needs for autonomy, competence and relatedness must be met in order to experience positive social development and growth. When these needs are met, students experience high levels of self-motivation. Offering choice in the classroom is one way to increase student motivation by appealing to students' needs for autonomy and competence. In the fields of marketing, economics and social psychology, decision-making research is examined as a way to shape consumers' preferences. This literature review will aim to utilise and possibly translate some of these findings to an educational setting. By examining the aspect of choice in separate fields, it can be seen that there is still much to be researched in the field of education. Recommendations for future research on choice in the field of education are made.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Information Analyses; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A