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The effects of choice on intrinsic motivation and related outcomes: A meta-analysis of research findings.
Abstract
A meta-analysis of 41 studies examined the effect of choice on intrinsic motivation and related outcomes in a variety of settings with both child and adult samples. Results indicated that providing choice enhanced intrinsic motivation, effort, task performance, and perceived competence, among other outcomes. Moderator tests revealed the effect of choice on intrinsic motivation was stronger (a) for instructionally irrelevant choices compared to choices made between activities, versions of a task, rewards, and instructionally relevant options, (b) when 2 to 4 successive choices were given, (c) when rewards were not given after the choice manipulation, (d) when participants given choice were compared to the most controlling forms of control groups, (e) for children compared to adults, (f) for designs that yoked choice and control conditions compared to matched designs in which choice was reduced or designs in which nonyoked, nonmatched controls were used, and (g) when the experiment was conducted in a laboratory embedded in a natural setting. Implications for future research and applications to real-world settings are discussed.
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“Consistent evidence across many life contexts indicates that people who perceive they can make meaningful choices are likely to be intrinsically motivated, meaning that they are more likely to find activities enjoyable and interesting [99].”
In the citing paper
“Based on meta-analytic evidence [99], two to four opportunities for choice within a session is ideal.”
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“The researchers concluded that students who complete homework outperform those who do not, but as far as parental help with homework, results depended upon parental expertise in the subject matter.”
From Differences of Mean Scores on the Preliminary Scholastic Aptitude Test (PSAT) for Classical Christian Schools Compared to Non-Classical Christian Schools (2019) · cites this paper as Patall et al. (2008)
In the citing paper
“In Patall, Cooper, and Robinson’s (2008) meta-analysis and synthesis “of 14 studies that manipulated parent training for homework involvement” (p.1039) as well as “a meta-analysis of 22 samples from 20 studies correlating parent involvement and achievement-related outcomes” (p.1039), a positive correlation was indicated between training parents to work with students on homework (interactive) and”
From Differences of Mean Scores on the Preliminary Scholastic Aptitude Test (PSAT) for Classical Christian Schools Compared to Non-Classical Christian Schools (2019) · cites this paper as Patall, Cooper, and Robinson’s (2008)
In the citing paper
“Further, as the autonomy studies suggest, there are now a more substantial set of findings in which choice, perceived control, and other forms of autonomy support produce superior performance and/or learning than do control or yoked conditions without choice (see also Murayama, Matsumoto, Izuma, Sugiura, Ryan, Deci et al., 2015;Patall, Cooper, & Robinson, 2008).”
From Optimizing performance through intrinsic motivation and attention for learning: The OPTIMAL theory of motor learning (2016) · cites this paper as Patall, Cooper, & Robinson, 2008
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“Given compelling research showing that choice in the classroom can promote student engagement and learning (Beymer et al., 2020 ; Patall et al., 2008, 2010 ; Schmidt et al., 2018), it is important to explore whether choice moderates or strengthens the relationship between student voice and student…”
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Metadata
- Authors
- Patall, E. A., Cooper, H., & Robinson, J. C.
- Affiliations
- Duke University (US)
- Venue
- Psychological Bulletin
- Published
- 2008
- Volume
- 134
- Issue
- 2
- Pages
- 270-300
- ISSN
- 0033-2909 (ISSN-L)
- 1939-1455
- OpenAlex
- W2081900501
- Cited by
- 1,101
- References
- 83
- Citations by year
- 2026: 67 · 2025: 72 · 2024: 77 · 2023: 156 · 2022: 69 · 2021: 75 · 2020: 118 · 2019: 70 · 2018: 64 · 2017: 68 · 2016: 39 · 2015: 51 · 2014: 38 · 2013: 38 · 2012: 33
- FWCI
- 2.79
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Psychological Bulletin (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Psychology › Social Psychology › Motivation and Self-Concept in Sports
- Social Sciences › Psychology › Developmental and Educational Psychology › Education, Achievement, and Giftedness
- Social Sciences › Economics, Econometrics and Finance › Economics and Econometrics › Experimental Behavioral Economics Studies
- Keywords
- choice, intrinsic motivation, effort, task performance, perceived competence, reward, children versus adults, self-determination theory
- MeSH terms
- Achievement, Choice Behavior, Humans, Motivation
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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