LAUSR

Abstract The motivational benefits of choice can be differentiated depending on contextual and individual factors. I report two experimental studies examining the relations among the number of choices, task value, and decision-making. The findings show that when a required high-stakes assignment is given, there is no significant difference between intrinsic motivation and task performance by choice condition (Study 1). In contrast, in an elective low-stakes assignment, an extensive range of choices may enhance intrinsic motivation and task performance (Study 2). The moderating effects of task value and decision-making strategies on the relations between choice, intrinsic motivation, and task performance were also varied. This study highlights that simply offering choice does not always promote students’ intrinsic motivation and task performance.