fbpx
Home Blog Page 209

Choice and Mental Effort

0
Choice and Mental Effort

One of the factors that can affect how we feel about completing a task is how much choice we had in the matter. A recent study by Wahlers et al. (2025) examined how autonomy (the degree of choice) influences the experience of mental effort while completing a reading comprehension task (2). In the first experiment, students were given brief descriptions of 12 passages and asked to rank them in order of interest. Students then either read the three most interesting passages of their choice (high autonomy), or were given three passages (low autonomy). The students were told that the passages that they were given were chosen at random, but in actuality the researchers chose three of the students least interesting passages. This was a within-subjects design so that half of the participants did the high autonomy condition first, then the low autonomy condition. The other half experienced the conditions in the reverse order with the low autonomy condition first, followed by high autonomy. After each passage the participants filled out a brief questionnaire about the mental effort, mental fatigue, and some reading comprehension questions.

The second experiment was similar to the first, except when students were told to choose passages in the high autonomy condition, they were not instructed to do so based on interest. In addition, the second experiment was run online whereas the first was conducted in person.

In both experiments, when participants chose to read a passage they reported less mental effort and less mental fatigue than when the passage was chosen for them. In the first experiment, which was conducted in person and participants were instructed to choose based on interest, participants had higher reading comprehension scores for passages that they chose compared to those that were chosen for them. However, in the second experiment there was no difference in reading comprehension between the two groups. It’s worth noting, however, that reading comprehension was lower in the second experiment and the authors attributed these lower scores to the absence of a distraction-free environment.

This study has some interesting implications for teaching and learning. Previous research has shown that an autonomy-supportive instructional style can improve the competence and enjoyment of students (3). This study provides evidence that giving students autonomy in their reading helps them to overcome barriers like perceived mental effort and mental fatigue. This has the potential to create a positive-feedback mechanism wherein students find certain material or tasks to be relatively more enjoyable than others, making it more likely that they’ll choose to interact with those again in the future. When students have a degree of choice – autonomy – in their learning, it creates a more positive learning experience. 

Digest #183: The Importance of Belonging for Student Success

0
Digest #183: The Importance of Belonging for Student Success

Cover image by Zubair Rafiq on Pexels

By Carolina Kuepper-Tetzel

The feeling of belonging has been identified as an important factor in education (1) (2). The main components of student belonging are being connected to peers/teachers/institution; feeling safe and as a part of the community; feeling valued and accepted; and creating a diverse and inclusive environment (3). In today’s digest, I am sharing resources to learn more about the role of belonging and to implement activities and elements in the classroom or institution wide.

 

1.       The Power of Belonging: Enhancing Student Success Through Inclusive Teaching Strategies by Stacey S. Souther (Cuyahoga Community College) for The Scholarly Teacher

A short overview article on the science of belonging for student success. It touches on some main points and sets the scene for potential interventions. The author also discusses the Universal Design for Learning approach to support inclusive practice which contributes to feelings of belonging.

 

2.       The Science of Belonging: Why Students Thrive When They Feel Valued by Dr Christopher S. Culver for the Orange Sparrow 

A screenshot of some findings on belonging and student characteristics such as motivation, anxiety, and self-efficacy. Additionally, the author shares strategies to enhance feeling of belonging in students.

 

3.       Encouraging a sense of belonging and connectedness in secondary schools by the Australian Education Research Organisation

This is a practice guide to enhance belonging in secondary school students. It features approaches that target classrooms or the whole school. Snapshots of implemented practices (similar to mini case studies) are described as well.

 

4.       Students’ Sense of Belonging Matters: Evidence from Three Studies by Dr Maithreyi Gopalan for the MIT Teaching + Learning Lab speaker series

This is a talk by Dr Maithreyi Gopalan on “Fostering a Sense of Belonging in College” where she presents evidence for the importance of belonging in education by particularly focusing on the period of transition from high school to university and by highlighting findings of a belonging intervention.

 

5.       How to build belonging at your institution Eliza Compton for Times Higher Education 

This resource is a collection of links to many other resources to support belonging and inclusivity in education. While it is targeted towards higher education, many of the ideas can be applied to other educational sectors, too.

 

References:

  1. Korpershoek, H., Canrinus, E. T., Fokkens-Bruinsma, M., & De Boer, H. (2020). The relationships between school belonging and students’ motivational, social-emotional, behavioural, and academic outcomes in secondary education: A meta-analytic review. Research papers in education35, 641-680. https://doi.org/10.1080/02671522.2019.1615116

  2. Van Kessel, G., Ryan, C., Paras, L., Johnson, N., Zariff, R. Z., & Stallman, H. M. (2025). Relationship between university belonging and student outcomes: A systematic review and meta-analysis. The Australian Educational Researcher52, 2511-2534. https://link.springer.com/article/10.1007/s13384-025-00822-8

  3. Allen, K. A., Slaten, C., Lan, M., Craig, H., May, F., & Counted, V. (2024). Belonging in higher education: A twenty-year systematic review. Journal of University Teaching and Learning Practice21, 1-55. https://search.informit.org/doi/abs/10.3316/informit.T2024091300015991445570083

What Love in Your Life Are You Grateful For?

0

Some people are spending Valentine’s Day honoring love in all its forms, not just romance. What meaningful relationships might you like to celebrate this year?

Picture Prompt | Broadway Re-enactments

0

Are you a fan of musicals? What do you think of these viral videos?

Word of the Day: monarch

0

This word has appeared in 180 articles on NYTimes.com in the past year. Can you use it in a sentence?

What’s Your Reaction to Super Bowl LX?

0

Did you watch? What was your favorite part? The game? The commercials? The halftime show? The snacks?

Word of the Day: indigent

0

This word has appeared in 36 articles on NYTimes.com in the past year. Can you use it in a sentence?

The Impact of AI on L&D and Training: Latest Insight

0
The Impact of AI on L&D and Training: Latest Insight

Bottom Line

Turning Customer Training Costs into Revenue: Successful Strategies

0
Turning Customer Training Costs into Revenue: Successful Strategies

Trends in the Learning System Industry – Impact and Insights

0
Trends in the Learning System Industry – Impact and Insights