The More, the Better? Examining Choice and Self-Regulated Learning Strategies

• In Event: 75.062 - Poster Session 18
  In Poster Session: 75.062-2 - Motivational and Cognitive Processes: Self-Regulation, Emotions, and Memory

Abstract

Most studies on choice suggest that choice is beneficial (e.g., Deci & Ryan, 1985, 2008), but the choice overload hypothesis posits that too many choices may decrease students’ intrinsic motivation and task performance (Iyengar & Lepper, 2000). However, Iyengar and Lepper’s study did not consider individual factors that may influence effects of choice (Pintrich, 2003). Therefore, this study examined self-regulated learning strategies that may enhance students’ intrinsic motivation and task performance under choice overload. The results show that there was a singificant interaction effect between the amount of choice and self-regulated learning strateiges on task performance. However, contrary to expectations, students with high self-regulated learning strategies had a lower score on task performance in the excessive choice condition.

Author

• Jinyoung Koh, Michigan State University