Effect of Choice on Cognitive and Affective Engagement

Flowerday, Terri; Schraw, Gregory

doi:10.1080/00220670309598810

Cited by 104 publications

(92 citation statements)

References 37 publications

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“…Iyengar and Lepper (1999) found that Asian American elementary school students demonstrated greater intrinsic motivation and performance on a task when a significant other, their mother, made choices for them compared with when they made choices for themselves. In a series of studies, Flowerday and colleagues (Flowerday & Schraw, 2003;Flowerday, Schraw, & Stevens, 2004) found that choice had few positive effects. For example, giving students a choice between working on a crossword puzzle or essay task showed no effect on engagement and task performance and a negative effect on effort (Flowerday & Schraw, 2003).…”

Section: Self-determination Theory and Choicementioning

confidence: 99%

“…In a series of studies, Flowerday and colleagues (Flowerday & Schraw, 2003;Flowerday, Schraw, & Stevens, 2004) found that choice had few positive effects. For example, giving students a choice between working on a crossword puzzle or essay task showed no effect on engagement and task performance and a negative effect on effort (Flowerday & Schraw, 2003). In a second study, students allowed to choose the pacing of the task spent less time studying and performed more poorly on cognitive measures compared with students whose pace was dictated by the experimenter (Flowerday & Schraw, 2003).…”

Section: Self-determination Theory and Choicementioning

confidence: 99%

“…For example, giving students a choice between working on a crossword puzzle or essay task showed no effect on engagement and task performance and a negative effect on effort (Flowerday & Schraw, 2003). In a second study, students allowed to choose the pacing of the task spent less time studying and performed more poorly on cognitive measures compared with students whose pace was dictated by the experimenter (Flowerday & Schraw, 2003). In two additional studies, no-choice participants were found to write higher quality essays compared with students who were given choice.…”

Section: Self-determination Theory and Choicementioning

confidence: 99%

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The effectiveness and relative importance of choice in the classroom.

Patall¹,

Cooper²,

Wynn³

2010

Journal of Educational Psychology

272

173

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This investigation examined the effects of providing choices among homework assignments on motivation and subsequent academic performance. Students were randomly assigned within classrooms either to receive a choice of homework options or to be assigned an option for all homework in one instructional unit. Conditions were reversed for a second instructional unit. Results revealed that when students received a choice of homework they reported higher intrinsic motivation to do homework, felt more competent regarding the homework, and performed better on the unit test compared with when they did not have a choice. In addition, a trend suggested that having choices enhanced homework completion rates compared with when no choices were given. In a second analysis involving the same students, the importance of perceived provision of choice was examined in the context of student perceptions of their teachers' support for autonomy more broadly defined. Survey data showed that the relationship between perceptions of receiving autonomy support from teachers and intrinsic motivation for schoolwork could be fully accounted for by students' perceptions of receiving choices from their teachers. The limitations and implications of the study for research and practice are discussed.Keywords: choice, autonomy support, motivation, homework, classroom practices Many North Americans believe that having choice, or the power to make a selection among a number of options, is essential in order to lead a healthy and happy life, to express individuality, and to maintain motivation for a broad variety of behaviors. Likewise, the role of choice has an important place in psychological theory. According to self-determination theory (Deci & Ryan, 1985;Ryan & Deci, 2000), choice is one of several determinants central to supporting feelings of autonomy, motivation, and healthful functioning. Research has supported these notions, showing that having choice is related to adaptive motivation and performance outcomes (Cordova & Lepper, 1996;Iyengar & Lepper, 1999;Patall, Cooper, & Robinson, 2008;Swann & Pittman, 1977;Zuckerman, Porac, Lathin, Smith, & Deci, 1978).It should come as no surprise then that the beliefs and practices of many teachers may reflect a belief in the value of choice. A phenomenological study of teachers' beliefs about choice suggested that allowing students options in their instruction was a popular method by which teachers attempted to enhance student motivation and learning (Flowerday & Schraw, 2000). In this study, teachers reported believing that providing students with choices increases student interest, engagement, and learning; that students spend more time and effort on the learning task if they are offered choices; and that giving students choices helps build other important skills, such as self-regulation. In particular, teachers suggested that choice was especially beneficial for students with low interest and little motivation for a particular task. With regard to when to offer choice, teachers suggested a variety o...

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Section: Self-determination Theory and Choicementioning

confidence: 99%

Section: Self-determination Theory and Choicementioning

confidence: 99%

Section: Self-determination Theory and Choicementioning

confidence: 99%

See 1 more Smart Citation

The effectiveness and relative importance of choice in the classroom.

Patall¹,

Cooper²,

Wynn³

2010

Journal of Educational Psychology

272

173

View full text Add to dashboard Cite

show abstract

“…However, in this work, we distinguish between these two facets because, although they frequently coincide, there are situations wherein cognitive and affective facets of engagement function independently. For example, research has found that allowing learners to make choices increases affective engagement but not cognitive engagement (Flowerday & Schraw, 2003;Skinner & Belmont, 1993). Prior research has also revealed that negative affect (rather than positive affect) can be associated with high engagement (Higgins, 2006;Lang, Newhagen, & Reeves, 1996).…”

Section: Facets Of Engagementmentioning

confidence: 99%

“…Third, self-report measures are subjective and may be susceptible to self-report biases such as acquiescence and desirability (Wilson & Nisbett, 1978). Self-reporting biases may increase when individuals discuss their failures (Ravaja, 2004 engagement and a simultaneous decrease in another type (see Flowerday & Schraw, 2003;Lowry, Gaskin, Twyman, Hammer, & Roberts, 2012;Skinner & Belmont, 1993).…”

Section: Measuring Engagementmentioning

confidence: 99%

Exploring Failure and Engagement in a Complex Digital Training Game: A Multi-method Examination

Jensen¹,

Piercy²,

Elzondo³

et al. 2016

THCI

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Abstract:Digital games are ideal for training complex decision making skills because they allow players to experience decision making processes and consequences. However, training complex skills often results in failure, which may undermine learning engagement. Traditional training methods employing observational learning (e.g., training videos) do not cause learners to fail but forfeit experiential learning that makes training games so engaging. Our exploratory work addresses the trade-off between experiencing and observing failure and explores their effect on the level of training engagement. Building on past engagement research, we argue that learning engagement contains both cognitive and affective facets and that these facets may diverge, especially when individuals experience failure. To test these ideas, we conducted an experiment (N = 156) comparing engagement in game-based training, in which participants experienced failure, and video-based training, in which participants observed failure. We collected cognitive and affective indicators of engagement using physiological and self-report measures. We found game-based experiential learning increased such indicators of engagement as attention and temporal disassociation even though players widely failed to meet game objectives. Players also experienced elevated arousal and decreased positive affect. In addition, we compared physiological measures of engagement with self-reported measures and discuss their merits and limitations.

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Fake smiles. Customer reactions to employees’ display inauthenticity and choice restrictions

Pham

Lechner

Mathmann

2022

Psychology and Marketing

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Frontline employees’ fake smiles (i.e., positive emotion display inauthenticity) frequently occur despite firms’ efforts to ensure real smiles in service delivery. Previous research on the effects of display inauthenticity on customers reveals considerable heterogeneity. Attempts to resolve this have largely been limited to stable and dispositional factors, which often escape managerial control. The present research investigates the impacts of display inauthenticity, choice restrictions, and their interaction on service performance. Choice restrictions may buffer inauthenticity effects as demonstrated by results from three factorial experiments in different contexts (e.g., restrictions of service provider choice in predelivery in Study 1 and in‐store choice restrictions during service delivery in Studies 2 and 3). Frontline employees’ display inauthenticity negatively affects service performance only if customers are subjected to low but not high choice restrictions. The interaction effect is explained by customers’ interdependent self‐construal and is generalizable to actual spending behaviors. Our findings inform managers about the interplay of increasingly common inauthenticity and choice restrictions due to market shocks such as COVID‐19 and provide insights into managerial interventions that can be used to mitigate the effects of inauthenticity on customers.

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Effect of Choice on Cognitive and Affective Engagement

Cited by 104 publications

References 37 publications

The effectiveness and relative importance of choice in the classroom.

The effectiveness and relative importance of choice in the classroom.

Exploring Failure and Engagement in a Complex Digital Training Game: A Multi-method Examination

Fake smiles. Customer reactions to employees’ display inauthenticity and choice restrictions

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