Perceived Choice and Its Impact on Self-Regulated Learning

Purpose

Self-regulated learning (SRL) is defined as self-generated thoughts, affects, and actions oriented toward the attainment of learning goals (Zimmerman, 1989; 2008). A primary skill inherent to SRL is thoughtful decision-making that can be fostered by providing opportunities for choice. We know choice stimulates decision-making and can augment intrinsic motivation (IM) by permitting enhanced feelings of autonomy (Deci & Ryan, 1985). Though teachers may provide choices, we know little about how they are perceived by students in physical education (PE). This study, part of an ongoing project, focused on perceived choice and what, if any impact, choice had on student SRL in high school PE classes

Methods

After obtaining necessary consent, 15 students voluntarily agreed to be interviewed in May 2008. They were asked about opportunities for choice provided in class, what choices were offered, and their predisposition to having choices. Interviews lasted 10-15 minutes, were recorded, transcribed and subjected to analysis of content (Patton, 2002). Disagreements regarding coding were discussed until 100% agreement occurred. Trustworthiness was addressed through prolonged engagement, member verification, and dependability (Lincoln & Guba, 1985).

Analysis/Results

Results revealed mixed responses about teachers providing choice—7 yes, 3 no, 5 “Sometimes, it depends” (Laura). Categories of choices included: Selection of a Game/ Activity, “She (teacher) lets us choose what type of dance we want to learn. She goes and looks it up and teaches us how to do it” (Jason); Group/Partner Selection, “We get to pick our groups when we work” (Niki); Intensity/Ability Level, “She (teacher) will say, ‘but if you can't do that, you can do this and substitute” (Jackie); and Option to Participate, “He (teacher) says that if we don't want to do something, we don't have to” (Courtney). Individually (N=12), students liked being given choices. Emergent categories included: Enjoyment “Choice just makes more people happy” (Allison); Diversity “…it just adds variety" (Courtney); and Gives A ‘Voice' in the Gymnasium, “I feel like I have a say in what I am doing and if I don't like it [my choice], then it is my fault” (Veronica). All agreed that they thought other students liked having choice

Conclusions

While acknowledging choice opportunities, most had little to do with attaining specific learning goals. While addressing particular SRL affects, students expressed few other SRL attributes or evidence of enhanced autonomy. Fostering SRL may require that teachers provide more substantive choice opportunities that stimulate more complex decision- making.