Effects of student participation in classroom

decision making on attitudes, peer interaction,

motivation, and learning.
Richter, Fredrick D.; Tjosvold, Dean
Journal of Applied Psychology, Vol 65(1), Feb
1980, 74-80
1. Although organizational research suggests
that involving members in decision making
can improve morale and motivation, this
procedure has rarely been used or
investigated in educational settings. In 2
elementary schools, 14 classrooms with a
total of 304 3rd6th graders were randomly
assigned to 2 conditions. In the student
participation condition, Ss decided the topic
and major learning activities with the teacher;
in the teacher planned condition, the teacher
announced the topic and acitvities and urged
Ss to become involved. Ss rated higher their
attitudes (Tennenbaum Child Attitude Scale)
and completed teacher-devised achievement
tests before and after 5 wks of instruction.
During instruction, Ss' peer interaction and
motivation were observed. Results indicate
that Ss who participated in classroom
decisions developed more favorable attitudes
toward school and subject, interacted more
positively with peers, worked more
consistently without supervision, and learned
more than Ss whose teacher made decisions.
Participation in making decisions may
integrate students into school life and develop
their commitment to learning. (25 ref)
(PsycINFO Database Record (c) 2012 APA,
all rights reserved)
Teachers College Record Volume 106
Number 9, 2004, p. 1759-1785
Motivational Influences on
Student Participation in
Classroom Learning
Activities

by Julianne Turner & Helen Patrick
2004

This study examined how one type of
student work habit - classroom
participation - is related to a
combination of both student factors
(math achievement, personal
achievement goals, perceptions of
classroom goal structures, and teacher
support) and features of the classroom
context (teachers' instructional
practices, average perceptions of
classroom goal structures). We focused
on the participation of two students in
mathematics class during both sixth and
seventh grades. Differential teacher
expectations, calling patterns, and
instructional and motivational support
and nonsupport interacted with beliefs
and behaviors of both students, and
those interactions were associated with
different patterns of participation each
year. Results suggest that student
participation is malleable rather than
stable and emphasize the potential of
teacher practices to both support and
undermine the development of student
work habits.
http://www.bsrlm.org.uk/IPs/ip21-1/BSRLM-IP-21-1-5.pdf