What’s in it for me? (Frymier & Shulman, 1995)
Supporting students’ motivation, engagement, and learning during an uninteresting activity. (Jang, 2008)
Choice is good but relevance is excellent: Autonomy affecting teacher behaviors that predict students’ engagement in learning. (Assor, Kaplan & Roth, 2002)
Enhancing interest and performance with a utility value intervention. (Hulleman, Godes, Hendricks, & Harackiewicz, 2010)
Promoting interest and performance in high school science classes. (Hulleman & Harackiewicz, 2009)
Students’ self-reported effort and time on homework in six school subjects: Between-students differences and within-student variation. (Trautwein & Ludtke, 2007)
Boring but important – Self-transcendent purpose in learning fosters academic self-regulation. (Yeager et al., 2014)
Engineering Education Research Aids Instruction. (Fortenberry, Sullivan, Jordan, & Knight, 2007)
Skill and will: The role of motivation and cognition in the learning of college chemistry. (Zusho, Pintrich, & Coppola, 2003)
Facilitating student learning through contextualization: A review of evidence. (Perin, 2011)
Perceiving school performance as instrumental to future goal attainment: Effects on graded performance. (Malka & Covington, 2005)
Intrinsic motivation and the process of learning: Beneficial effects of contextualization, personalization, and choice. (Cordova & Lepper, 1996)
When choice motivates and when it does not. (Katz & Assor, 2007)
The effectiveness and relative importance of choice in the classroom. (Patall, Cooper, & Wynn, 2010)
When choice motivates and when it does not. (Katz & Assor, 2007)
The effectiveness and relative importance of choice in the classroom. (Patall, Cooper, & Wynn, 2010)
Optimizing the power of choice: Supporting student autonomy to foster motivation and engagement in learning. (Evans & Boucher, 2015)
Constructing motivation through choice, interest, and interestingness. (Patall, 2013)
The effects of choice on intrinsic motivation and related outcomes: A meta-analysis of research findings. (Patall, Cooper, & Robinson, 2008)
Motivating learning, performance, and persistence: The synergistic effects of intrinsic goal contents and autonomysupportive contexts. (Vansteenkiste, Simons, Lens, Sheldon, & Deci, 2004)
Need satisfaction and the self-regulation of learning. (Deci, Ryan, & Williams, 1996)