The Promise and Peril of Choosing for Motivation and Learning

Patall, Erika A.; Hooper, Sophia Yang

doi:10.1017/9781316823279.012

Cited by 10 publications

(8 citation statements)

References 102 publications

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“…This study also determined that higher levels of freshman motivation were associated with learner autonomy and social interaction. These results are consistent with the existing research on motivation in online learning in pre-pandemic situations, suggesting that online learners are more likely to exhibit motivation when they are given a certain degree of freedom over the content and pace of their learning (Abuhassna et al, 2020;Moos and Marroquin, 2010;Patall et al, 2013;Patall and Hooper, 2019). Likewise, they are more motivated when given opportunities to interact and socialise with other students through virtual tasks (Hsu et al, 2019;Tu and McIsaac, 2010).…”

Section: Theoretical and Practical Implicationssupporting

confidence: 89%

“…From this point of view, autonomy supports motivation and engagement by promoting personally valued interests and needs. As a basic psychological need (Ryan and Deci, 2000), autonomy is instrumental in environments where learners have the freedom to make decisions and choose their preferred course of action (Patall and Hooper, 2019). Autonomy further highlights the importance of provision of choice, which may lead to student motivation and positive learning outcomes (Patall et al, 2013).…”

Section: Literature Reviewmentioning

confidence: 99%

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Assignment Design and its Effects on Japanese College Freshmen’s Motivation in L2 Emergency Online Courses: A Qualitative Study

Ismailov

Ono

2021

Asia-Pacific Edu Res

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Unlike conventional distance learning, the COVID-19-induced emergency online learning environment has resulted in students experiencing prolonged social isolation and anxiety, thereby creating additional barriers to their motivation to learn. Studying under these conditions influences students' motivation to complete and turn in course-related assignments, especially newly enrolled students taking the English reading online courses as second language learners (L2). The aim of this qualitative study is to examine various factors influencing Japanese college freshmen's (n = 80) motivation when completing graded online assignments as part of asynchronous English reading courses held during the COVID-19 pandemic. The post-course survey of students from three separate classes was used to capture a detailed panorama of learner motivation. Results from an inductive content analysis of responses indicated that higher levels of motivation were strongly associated with assignments that facilitated learner autonomy, social interaction, personal interest, and practical utility of the task. Conversely, decreased motivation appears to be strongly associated with assignments reinforcing the perception of high difficulty, personal inefficacy, and cognitive overload. These findings are consistent with studies examining online learners' motivation in the pre-pandemic period. This study found that intrinsic motivation plays an explicit role in enhancing learners' engagement with instructional materials. Researchers recommend that, especially during emergencies such as a pandemic or major crisis, teachers should deliberately and extensively employ strategies to enhance the motivational appeal of instructional materials and assignments. When designing online assignments for freshman courses, special attention must be paid to psychological (autonomy, utility, relevance), cognitive (information overload), social (relatedness, interaction), and environmental (an emergency, uncertainty, isolation) conditions of learning.

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Section: Theoretical and Practical Implicationssupporting

confidence: 89%

Section: Literature Reviewmentioning

confidence: 99%

Assignment Design and its Effects on Japanese College Freshmen’s Motivation in L2 Emergency Online Courses: A Qualitative Study

Ismailov

Ono

2021

Asia-Pacific Edu Res

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“…Having an interest in one's work heightens understanding (e.g., Hagay & Baram-Tsabari, 2011), sustains engaged work (e.g., Azevedo, 2013aAzevedo, , 2013b, and benefits outcomes such as performance and subsequent course enrollment over as many as seven semesters (e.g., Harackiewicz, Durik, Barron, Linnenbrink, & Tauer, 2008). The development of interest supports individuals with low conscientiousness to meaningfully engage (e.g., Trautwein et al, 2015) and make productive use of opportunities to choose, such as deciding which courses they will continue to take (e.g., Patall & Hooper, 2019). The development of interest is coordinated with the ability to sustain attention (e.g., Hidi, 1995;McDaniel, Waddill, Finstad, & Bourg, 2000), set and realize goals (e.g., Harackiewicz et al, 2008), effectively use learning strategies (e.g., Bernacki & Walkington, 2018), regulate behavior (e.g., Sansone, Thoman, & Fraughton, 2015), feel self-efficacious (e.g., Lee, Lee, & Bong, 2014), and make creative contributions (e.g., Izard & Ackerman, 2000).…”

Section: Evidence Of the Power Of Interestmentioning

confidence: 99%

To Level the Playing Field, Develop Interest

Renninger

Hidi

2020

Policy Insights from the Behavioral and Brain Sciences

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Individuals do not all come to tasks, activities, or assignments with the same readiness to engage. Differences in the ability to focus, comprehend, or problem-solve can lead to inequalities of outcome and make learners less likely to realize their potential. Given that interest development supports persistence, conscientiousness, and the ability to work with negative feedback, educators and policymakers could help to increase educational opportunity for all by promoting the development of interest. Interest is a cognitive and motivational variable that describes (a) engagement, or participation, with some content (such as physics, writing, or baseball) and also (b) the motivation to continue to seek opportunities to engage with that content: seeking information, posing questions, and tackling challenge. Interest works because the information search it creates is rewarding. The development of interest heightens understanding and sustains engaged work. It also positively influences outcomes such as performance and continued enrollment. Even the development of a little interest can make a difference. Educators and policymakers can enhance educational opportunities by promoting interest development. Methods are described.

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“…En effet, la possibilité de faire lui-même des choix, parmi des options disponibles ainsi que sur les actions elles-mêmes (Reeve & al., 2003), permet à l'étudiant de mieux ajuster son expérience d'apprentissage à ses propres objectifs et comble son besoin d'autonomie, le motivant à s'engager davantage (Evans & Boucher, 2015;Katz & Assor, 2007). Du côté de la Théorie des buts d'accomplissement (Ames, 1992), on suggère aussi qu'un contexte d'apprentissage offrant des choix dans les tâches scolaires mène les étudiants à poursuivre des buts d'apprentissage, axés sur le développement de leurs compétences, plutôt que des buts de performance, axés sur la comparaison sociale (Patall & Yang Hooper, 2019).…”

Section: Le Concept De La Motivationunclassified

Stratégie d’évaluation permettant des choix d’activités physiques aux étudiants : impact sur leur motivation pour un cours d’éducation physique au postsecondaire

Bradette¹,

Cabot²

2022

ejrieps

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controllability over the course evaluation modalities as well as an increase in interest in the course. Analysis of interview content (n = 11) found that offering a choice of cardiorespiratory testing that allowed students to express their PA preferences had a positive influence on their PA practice in general, outside the class. These results invite PE teachers to introduce innovative assessment practices that allow adolescents and young adults a certain autonomy.

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The Promise and Peril of Choosing for Motivation and Learning

Cited by 10 publications

References 102 publications

Assignment Design and its Effects on Japanese College Freshmen’s Motivation in L2 Emergency Online Courses: A Qualitative Study

Assignment Design and its Effects on Japanese College Freshmen’s Motivation in L2 Emergency Online Courses: A Qualitative Study

To Level the Playing Field, Develop Interest

Stratégie d’évaluation permettant des choix d’activités physiques aux étudiants : impact sur leur motivation pour un cours d’éducation physique au postsecondaire

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