The goals of this study were to extend the literature about classroom autonomy in several ways. First, since previous research on autonomy has tended to focus on younger learners, we examined whether the positive effects of autonomy on motivation and performance would be replicated in a college sample. Second, we tested to see whether the well-established links between intrinsic motivation and autonomy would also be found using motivational constructs that play key roles in learning (specifically, task value, self-efficacy, and test anxiety). Third, we sought to trace the effect of autonomy on changes in student motivation over the course of a semester. Finally, we examined the role of autonomy on course performance. We found that experiences of classroom autonomy in the college classroom were more closely related to motivational factors than to performance. While the immediate experience of autonomy may not be directly facilitative of high course grades, autonomy does seem to foster intrinsic goal orientation, task value, and self-efficacy, all of which are critical components of "continuing motivation." The data presented here lend further support for the benefits of fostering autonomy within academic settings.

This paper reports on a new self-report, Likert-scaled instrument that was designed to assess motivation and use of learning strategies by college students. The motivation scales tap into three broad areas: (1) value (intrinsic and extrinsic goal orientation, task value), (2) expectancy (control beliefs about learning, self-efficacy); and (3) affect (test anxiety). The learning strategies section is comprised of nine scales which can be distinguished as cognitive, metacognitive, and resource management strategies. The cognitive strategies scales include (a) rehearsal, (b) elaboration, (c) organization, and (d) critical thinking. Metacognitive strategies are assessed by one large scale that includes planning, monitoring, and regulating strategies. Resource management strategies include (a) managing time and study environment; (b) effort management, (c) peer learning, and (d) help-seeking. Scale reliabilities are robust, and confirmatory factor analyses demonstrated good factor structure. In addition, the instrument shows reasonable predictive validity to the actual course performance of students.

This paper presents results of a study that examined the effect of different levels of autonomy upon intrinsic goal orientation, task value, self-efficacy, test anxiety, use of metacognitive strategies, and performanc2 in the college classroom. Study participants were 365 college students from 4 institutions in 10 classrooms: 3 biology (n=162); 3 English (n=79); and 4 social science classes (n=124). Study findings revealed clear differences between the three types of classrooms on end-of-term mean levels of intrinsic goal orientation, task value, and self-efficacy, with autonomy showing a facilitative effect on these constructs. Metacognition was only slightly, but positively related to autonomy. Neither test anxiety nor performance seemed to be related to classroom experiences of autonomy. Both intrinsic goal orientation and autonomy were significant main effects on end-of-term task value; and intrinsic goal orientation and autonomy seemed to have an additive relationship with regard to task value. Intrinsic goal orientation, but not autonomy, was related to differences in end-of-term levels of metacognition and self-efficacy. ',he results indicate that the effects of autonomy are more closely related to motivation than to act Al performance. Contains 17 references. (Author/GLR) ********************************4-************************************** Reproductions supplied by EARS are the best that can be made from the original document. *********************************************************************** The effects of autonomy on motivation, use of learning strategies, and performance in the college classroom