Impact of Choice on Self-Regulation Among Middle School Students
Zimmerman (2000) defines Self-Regulated Learning (SRL) as self-generated thoughts, feelings, and actions oriented toward goal attainment. Winne and Perry (2000) note that perception of choice is a critical aspect of SRL. Though research supports offering choices, students seldom have choices about academic tasks (Zimmerman, 2002). This study examined perceived choice for indicators of self-regulation. Twenty-seven middle school students were interviewed and asked if they were given choices, if they liked having choices and why their teachers provided (or not) choices in their physical education classes. Data were unitized, sorted into categories and categories into themes. Students overwhelmingly endorsed having choices about: social grouping, academic outcomes, activities and class location. Students attributed having choices to their teacher's desire for them to: learn, have fun, and be liked (teacher). Three themes emerged: (a) Perceived Benefits, (b) Student Self-Regulation and, (c) Social Implications. Benefits ranged from general (“Some choices are for our well being”) to specific outcomes about grades (“I can get bonus points; If you work together it is easier to find the answers”), learning (“If we're sitting with someone we know, we'll get really excited and will get into a good topic together, then you learn a lot more”) increased effort (“When you get more choices, we participate; They usually just play better, harder, and longer”) and having fun [“Students] just seem to have a lot of fun”). Indicators of Self-Regulation characteristics were revealed through desires for autonomy (“So we can feel like we have freedom and independence; We have control over what we want to do”) and against custodial actions (“I don't think anyone likes being told what to do”). Others noted the utility of having choice in their lives (“It leads us to where we can make better choices; We learn to make better choices as we grow up”). Social Implications reinforced the value of working with friends (“Sometimes you can be in groups with your friends), peers, (“She lets us pick our partners and that way you pick who you want to be with”) and making new contacts (“I like to make new friends, anyway”). Student acknowledgment of choice provided indicators of “self-generated, thoughts and actions” toward learning and involvement in their p.e. class. By infusing choice into physical education lessons, teachers can foster self-regulation for life-long learning—qualities Zimmerman (2002) says are often absent in many students.