The Effects of Autonomy on Motivation and Performancein the College Classroom

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.     

Curriculum reform and choice of science: Consequences for balanced and equitable participation and achievement

In 1988, most schools in Western Australia adopted a Unit Curriculum structure in the first three years of high school, following piloting of the scheme in seven schools in 1987. The goais of the Unit Curriculum are stated to be excellence, equity, and relevance, and one of its key features is the increased flexibility students have in making their subject selection. This article reviews the science enrollment and achievement patterns of males and females studying in the pilot schools in 1987, and for the first three years of the operation of the Unit Curriculum in 1988, 1989, and 1990. The data indicate that lowering the age for subject choice is associated with a reduction in the amount of science studies, especially by females, and with the early manifestation of sex-stereotyped subject selection. It appears that if early sex stereotyping is to be avoided, then students need to be provided with more structure in their selection of units. This article emphasizes the need for all involved in system-wide curriculum change to be fully informed of the potential benefits and dangers of curriculum models which allow wide flexibility, especially where curriculum change affects students' “choice point”.     

Optimal duration of static stretching exercises for improvement of coxo-femoral flexibility

The purpose of this study was to determine the effect of different durations of static stretching exercises on coxo-femoral (hip) flexibility. The experimental group, consisting of 20 sedentary women (20-30 years of age), participated in an exercise programme of static stretching exercises with emphasis on the hamstring muscles. The programme lasted for 10 weeks and consisted of two 50-min sessions per week. A control group of 15 sedentary women did not participate in the programme. Hip flexibility was determined before, during and at the end of the programme by means of a goniometric measuring technique developed by us and described elsewhere. Three sub-groups were formed, each following the same programme except that the duration of the static stretch differed (group 1, 10 s; group 2, 20 s; group 3, 30 s). The ANOVA tests showed that for all groups - the control group excepted - the hip flexibility had improved significantly after 10 weeks (P less than 0.05). No significant differences in hip flexibility were noted between the three subgroups at the end of the programme. This finding suggests that a duration of 10 s static stretching is sufficient for improving coxo-femoral flexibility.