Choice as a Motivator for Undergraduate College Students: Perceptions and Beliefs

• In Event: Roundtable Session 124
  In Roundtable Session: The Motivational Benefits and Detriments of Choosing: Exploring the Complexity of Choice in Educational Contexts

Abstract

The purpose of this study is to explore the extent to which being given choices in college classes is perceived as important by undergraduate students, what types of choices are preferred, and why.

The theoretical framework utilized self-determination and interest theory. Autonomy, a basic psychological need, is a motivator, and the rationale for giving students choices. Choice may increase motivation and encourage engagement by allowing students a feeling of control and self-regulation. In addition, being given a choice may increase student motivation by allowing the student to learn about, and engage in activities that are of interest. The extent to which it is “buy in” and empowerment, and /or the extent to which it increases interest that drives motivation and engagement is important to understand. Choices for choice sake may be less effective in increasing motivation if the choices do not serve to promote interest. If a student is given a choice between 4 options, none of which are interesting to him/her, will the choice encourage motivation for the sake of perceived control alone? This study will address these questions. Data have been collected using brief questionnaires and semi-structured interview protocols. Participants are approximately 50 undergraduate college students enrolled in educational psychology courses at a southwestern university. Demographic information collected indicates that male and female, juniors and seniors, Hispanic, Native American, and White students, are included the sample.

Data were analyzed using quantitative methods for descriptive statistics and qualitative methods for coding responses to open ended questions. A phenomenological framework guides the analyses. Exploring the students’ perceptions and beliefs about choice in a semi-structured way and using their own voices provides an in depth look at the ways students respond to choice. Preliminary results suggest that college undergraduates appreciate being given choices within the context of assignments: choosing topics for research papers, articles to read, and areas of study. Students felt that these types of choices increase interest and engagement in the material being learned. Also, choice in types of assessments is appreciated and perceived as motivating. Types of assessment choices include the format of assessment (multiple choice, essay, or research paper) and location (take home versus in class assessments). Students believe they are best able to demonstrate learning using a format that they choose. In addition, it appears students appreciate choice to develop self-regulation, guide their own learning processes, and practice decision-making.

It is expected that these findings may be used to improve classroom instruction and assignments and should help teachers design choices that optimize student motivation and engagement. The limitations of this study include the selective and relatively small sample size, which limit the ability to generalize results.

Author

• Terri L. Flowerday, University of New Mexico