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Autonomy and Motivation: The Keys to Successful Learning and Goal Attainment
Autonomy and Motivation: The Keys to Successful Learning and Goal Attainment
A recent article from Useful Knowledge published by the Harvard Graduate School of Education examines the relationships between self-control, autonomy and learning in teen and tween populations. The researchers (Robinson, Duckworth and Rodgers, 2017) examined whether “commitment devices” which are voluntary agreements that can “limit choices through restrictions or penalties for failing to accomplish a goal” to measure goal attainment. The teen and tween participants in the study had to be willing to impose a personal restriction or punishment, in this case the loss of 20% of a paycheck, for not meeting the intended goal. The study found statistically insignificant differences in goal changing behavior between control and intervention groups, and no evidence that commitment devices effected student behavior.
A recent article from Useful Knowledge published by the Harvard Graduate School of Education examines the relationships between self-control, autonomy and learning in teen and tween populations. The researchers (Robinson, Duckworth and Rodgers, 2017) examined whether “commitment devices” which are voluntary agreements that can “limit choices through restrictions or penalties for failing to accomplish a goal” to measure goal attainment. The teen and tween participants in the study had to be willing to impose a personal restriction or punishment, in this case the loss of 20% of a paycheck, for not meeting the intended goal. The study found statistically insignificant differences in goal changing behavior between control and intervention groups, and no evidence that commitment devices effected student behavior.
So why is this so? Commitment devices (in this case) act as negative reinforcers. They are viewed a punishments for not meeting a goal. Considering the age and maturity level of the population…the study recognizes that tween and teen students who are asked to engage in high levels of self regulation must be able to identify and apply self regulation strategies that are developmentally accessible. Goal attainment for any age requires high levels of self regulation. More importantly, reaching a goal is contingent upon other factors related to self regulation including attention and focus, intrinsic and extrinsic motivators and autonomy. Autonomous learning opportunities serve to enhance intrinsic motivation (Ryan and Deci, 2000). When we are engaged in self regulated learning, perceptions of academic competence and self-efficacy beliefs increase (Zimmerman, 1989). Students who are intrinsically motivated become goal oriented and are able to sustain goal-oriented behavior that meets their needs for competence, relatedness and autonomy (Ryan & Deci, 2000).
So why is this so? Commitment devices (in this case) act as negative reinforcers. They are viewed a punishments for not meeting a goal. Considering the age and maturity level of the population…the study recognizes that tween and teen students who are asked to engage in high levels of self regulation must be able to identify and apply self regulation strategies that are developmentally accessible. Goal attainment for any age requires high levels of self regulation. More importantly, reaching a goal is contingent upon other factors related to self regulation including attention and focus, intrinsic and extrinsic motivators and autonomy. Autonomous learning opportunities serve to enhance intrinsic motivation (Ryan and Deci, 2000). When we are engaged in self regulated learning, perceptions of academic competence and self-efficacy beliefs increase (Zimmerman, 1989). Students who are intrinsically motivated become goal oriented and are able to sustain goal-oriented behavior that meets their needs for competence, relatedness and autonomy (Ryan & Deci, 2000).
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