When Choice Motivates and When It Does Not

Katz, Idit; Assor, Avi

doi:10.1007/s10648-006-9027-y

Cited by 380 publications

(336 citation statements)

References 57 publications

(89 reference statements)

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“…However, controversial findings concerning the effects of choice have been reported. In a review study, Katz and Assor (2007) addressed the controversy regarding the value of offering choices by taking a close look at when choice motivates and when it does not. They state that choice can either be needfrustrating or need-satisfying.…”

Section: Increasing the Responsibility Of Learners To Become Self-dirmentioning

confidence: 99%

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The challenge of self‐directed and self‐regulated learning in vocational education: a theoretical analysis and synthesis of requirements

Jossberger

Brand‐Gruwel

Boshuizen

et al. 2010

Journal of Vocational Education & Training

146

118

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Workplace simulations (WPS), authentic learning environments at school, are increasingly used in vocational education. This article provides a theoretical analysis and synthesis of requirements considering learner skills, characteristics of the learning environment and the role of the teacher that influence good functioning in WPS and foster students' learning. WPS appeal to students' self-directed learning (SDL) and self-regulated learning (SRL) skills, as students are required to work and learn independently in these settings. To achieve individual learning, the environments should be adaptive to the learners needs. Furthermore, the teachers should support learners to become competent in the domain but also guide them to become self-directed learners. To do so the interaction between the student, the teacher and the environment is of importance. The proposed model depicts the different elements and their relations.

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Section: Increasing the Responsibility Of Learners To Become Self-dirmentioning

confidence: 99%

“…However, too many choices may lead to increased anxiety, so providing assistance at appropriate times is essential (Brockett 2006;Katz and Assor 2007).…”

Section: Increasing the Responsibility Of Learners To Become Self-dirmentioning

confidence: 99%

The challenge of self‐directed and self‐regulated learning in vocational education: a theoretical analysis and synthesis of requirements

Jossberger

Brand‐Gruwel

Boshuizen

et al. 2010

Journal of Vocational Education & Training

146

118

View full text Add to dashboard Cite

show abstract

“…Motivation to do schoolwork that is based on interest or value is associated with various types of school engagement, including active behavioral participation, interest, and self-regulated learning. 20,21 The MPharm degree has undergone extensive changes in the United Kingdom in the last decade, where emphasis has been placed on clinical and practice-based subjects, while the science-based subjects have been integrated and contextualized wherever possible into clinical practice. Nonetheless, a thorough understanding of these subjects is vital to ensure safe and effective pharmacy practice.…”

Section: Introductionmentioning

confidence: 99%

Pharmacy Students’ Perceptions of Natural Science and Mathematics Subjects

Prescott

Wilson

Wan

2014

American Journal of Pharmaceutical Education

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Objective.To determine the level of importance pharmacy students placed on science and mathematics subjects for pursuing a career in pharmacy. Method. Two hundred fifty-four students completed a survey instrument developed to investigate students' perceptions of the relevance of science and mathematics subjects to a career in pharmacy. Pharmacy students in all 4 years of a master of pharmacy (MPharm) degree program were invited to complete the survey instrument. Results. Students viewed chemistry-based and biology-based subjects as relevant to a pharmacy career, whereas mathematics subjects such as physics, logarithms, statistics, and algebra were not viewed important to a career in pharmacy. Conclusion. Students' experience in pharmacy and year of study influenced their perceptions of subjects relevant to a pharmacy career. Pharmacy educators need to consider how they can help students recognize the importance of scientific knowledge earlier in the pharmacy curriculum.

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“…http://dx.doi.org/10.15405/epsbs.2016.11.50 eISSN: 2357-1330 (Vansteenkiste et al, 2012). Another critical aspect is giving meaningful choices to students as it is an important factor to promote students' autonomy (Katz & Assor, 2007), however teachers might give too many or too complicated choices which causes students to avoid from making choices, choose at random or seek for someone's help in order to prevent negative outcomes (Iyengar et al, 2004).…”

Section: Autonomy Supportive and Structured Teachingmentioning

confidence: 99%

Teachers’ Self-Reports of Active Teaching Methods: The Relationship of Age and Subject

Näkk¹,

Timoštšuk²

2016

European Proceedings of Social &Amp; Behavioural Sciences

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Estonian teachers believe in active teaching methods but do not use them as often as reported, experienced teachers use autonomy supportive and structured teaching methods more than beginning teachers. The aim of this study was to examine teachers' self-reports of their instructional methods -autonomy supportive and structured teaching, and explore its relationship with subject field and age. Two research questions were set: how teachers' self-report their instructional methods, and how subject and teachers' age is related with their self-reports about instructional methods. Data was collected from 670 self-reports from middle and high school teachers across Estonia. The results revealed that overall teachers self-reported high use of autonomy supportive and structured teaching methods, with some age and subject field variances. The results confirm previous findings about Estonian teachers' high self-reported active teaching methods -autonomy supportive and structured teaching. Further studies should be conducted to compare teachers' self-reports and their classroom practices in their lessons. This information can be useful to improve pre-service and in-service teacher education.

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When Choice Motivates and When It Does Not

Cited by 380 publications

References 57 publications

The challenge of self‐directed and self‐regulated learning in vocational education: a theoretical analysis and synthesis of requirements

The challenge of self‐directed and self‐regulated learning in vocational education: a theoretical analysis and synthesis of requirements

Pharmacy Students’ Perceptions of Natural Science and Mathematics Subjects

Teachers’ Self-Reports of Active Teaching Methods: The Relationship of Age and Subject

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