Cognitive Autonomy Support Versus Choice: Which Is More Connected to College Students' Cognitive Processing and Interest?

• In Event: 66.059 - Poster Session 14
  In Poster Session: 66.059-5 - Poster Session 1: Motivational Processes

Abstract

Giving students choice in class has been shown to support students’ feelings of autonomy and to influence their interest and intrinsic motivation. Yet, choice has not always emerged as beneficial. The present study contrasted choice with another form of autonomy support, cognitive autonomy support, and explored the connection to interest development via cognitive processing. Data from undergraduates were analyzed using structural equation modeling (SEM). Results showed that (1) perceived cognitive autonomy support was positively related to situational interest via deep cognitive processing, whereas perceived choice was not associated with any other variable, and (2) situational interest strongly predicted individual interest. Implications of the role of cognitive autonomy support are drawn for cognitive processing and interest development from situational to individual interest.

Authors

• Ji-Eun Lee, Dongguk University

• Diane L. Schallert, The University of Texas - Austin

• Jinung Kim, Yonsei University