title: Costs and benefits of autonomy when learning a task: an experimental approach.
abstract: Previous findings suggested that the positive relationship between autonomy and learning outcomes (such as improved task performance) only holds up until a certain optimum level of autonomy has been reached. This assumption was investigated in an experimental study where 95 participants had to learn a computer task. During the learning phase, we manipulated autonomy, distinguishing among no, moderate, and full autonomy. The results revealed that, when learning a task, having autonomy is preferred to having no autonomy. However, increases in autonomy beyond a certain level (i.e., full versus moderate autonomy) will not yield additional advantages regarding the motivation to learn and learning outcomes, and may have disadvantages in terms of learning efficiency.
authors.affiliation: Radboud University Nijmegen, Department of Work and Organizational Psychology, P.O. Box 9104, Nijmegen NL-6500, the Netherlands. e.wielenga@psych.ru.nl
authors.forename: Etty G A
authors.initials: EG
authors.lastname: Wielenga-Meijer
authors.forename: Toon W
authors.initials: TW
authors.lastname: Taris
authors.forename: Daniël H J
authors.initials: DH
authors.lastname: Wigboldus
authors.forename: Michiel A J
authors.initials: MA
authors.lastname: Kompier
mesh_terms: D000124:Achievement; D000293:Adolescent; D003657:Decision Making; D005260:Female; D006801:Humans; D007389:Internal-External Control; D008297:Male; D011939:Mental Recall; D009042:Motivation; D010364:Pattern Recognition, Visual; D026684:Personal Autonomy; D011214:Practice, Psychological; D011340:Problem Solving; D011597:Psychomotor Performance; D018910:Video Games; D055815:Young Adult