Thesis (Ph. D.)--West Virginia University, 2003. / Title from document title page. Document formatted into pages; contains vii, 98 p. : ill. Includes abstract. Includes bibliographical references (p. 88-98).

The study examines whether different kinds of choices provided in assignment for students can promote students’ intrinsic motivation towards completing assignment and their learning performance in mathematics. A total of 55 primary 5 students were recruited in 2 schools for an after-school programme. The participants were randomly assigned to three treatment conditions: 1) personalization choice, 2) action choice, and 3) no-choice control condition. Results from planned contrast tests showed that provision of action choice improved students’ perception of choice (autonomy) in doing assignment. However, the positive effect of personalization choice and action choice on students’ perceived competence, intrinsic motivation and learning benefits cannot be concluded from the current findings. The limitations and practical implications of the study are discussed. / published_or_final_version / Educational Psychology / Master / Master of Social Sciences

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Thesis (Th. M.)--Dallas Theological Seminary, 1992. / Includes bibliographical references (leaves 89-95).

Thesis (M.A.)--Ohio University, June 2008. / Title from PDF t.p. Includes bibliographical references.

Thesis (Ph. D.)--University of Washington, 1997. / Vita. Includes bibliographical references (leaves [99]-103).

Thesis (Ph. D.)--University of Chicago, Dept. of Psychology, August 1998. / Includes bibliographical references. Also available on the Internet.