When does choosing enhance motivation and how? A moderated mediation model of perceived choice and goal framing

This study explored the interactive effects of choosing (vs. no-choice) and goal framing (i.e., intrinsic vs. extrinsic) on students’ motivation and whether perceived choice mediated these effects. Three hundred fifty-one sixth-grade students participated in a 2 (choosing vs. no-choice) × 2 (intrinsic vs. extrinsic goal framing) experiment. Results showed that choosing increased motivation under intrinsic goal framing but decreased motivation under extrinsic goal framing. Moderated mediation analyses indicated that choosing enhanced perceived choice under intrinsic goal framing, leading to higher motivation. Choosing, however, reduced perceived choice under extrinsic goal framing, resulting in lower motivation. These findings suggest that educators should consider goal framing and students’ subjective experiences when offering choices to support motivation.