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How important are student-selected versus instructor-selected literature resources for students' learning and motivation in problem-based learning?

Lisette Wijnia, Sofie MM Loyens, Eva Derous (UGent) and Henk G Schmidt
(2015) INSTRUCTIONAL SCIENCE. 43(1). p.39-58
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Abstract
In problem-based learning (PBL) students are responsible for their own learning process, which becomes evident in, for example, selecting literature resources for individual study. Debate exists about whether it is best to have students select their own literature resources or to present them with a list of mandatory instructor-selected literature resources. The current study investigated the effect of studying instructorselected literature resources versus student-selected literature resources (N = 60) from a predetermined set of literature on several study outcome variables. The results demonstrated that students in the student-selected literature condition scored higher on autonomous motivation, perceived competence, and lower on perceptions of mental effort during studying. The instructor-selected condition led to better test performance on factual test items whereas no difference was found for the conceptual questions. Overall, the results indicate that letting students select their own literature resources can be beneficial in terms of autonomous motivation, perceived competence, and perceptions of mental effort during learning and does not affect conceptual knowledge.
Keywords
CONSTRUCTIVIST ASSUMPTIONS, SELF-DETERMINATION THEORY, INTRINSIC MOTIVATION, ACADEMIC-ACHIEVEMENT, METAANALYSIS, SUPPORT, CONCEPTIONS, PERSPECTIVE, PERFORMANCE, CHOICE, Problem-based learning, Self-study, Self-directed learning, Autonomous motivation, Perceived competence

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MLA
Wijnia, Lisette, et al. “How Important Are Student-Selected versus Instructor-Selected Literature Resources for Students’ Learning and Motivation in Problem-Based Learning?” INSTRUCTIONAL SCIENCE, vol. 43, no. 1, 2015, pp. 39–58, doi:10.1007/s11251-014-9325-6.
APA
Wijnia, L., Loyens, S. M., Derous, E., & Schmidt, H. G. (2015). How important are student-selected versus instructor-selected literature resources for students’ learning and motivation in problem-based learning? INSTRUCTIONAL SCIENCE, 43(1), 39–58. https://doi.org/10.1007/s11251-014-9325-6
Chicago author-date
Wijnia, Lisette, Sofie MM Loyens, Eva Derous, and Henk G Schmidt. 2015. “How Important Are Student-Selected versus Instructor-Selected Literature Resources for Students’ Learning and Motivation in Problem-Based Learning?” INSTRUCTIONAL SCIENCE 43 (1): 39–58. https://doi.org/10.1007/s11251-014-9325-6.
Chicago author-date (all authors)
Wijnia, Lisette, Sofie MM Loyens, Eva Derous, and Henk G Schmidt. 2015. “How Important Are Student-Selected versus Instructor-Selected Literature Resources for Students’ Learning and Motivation in Problem-Based Learning?” INSTRUCTIONAL SCIENCE 43 (1): 39–58. doi:10.1007/s11251-014-9325-6.
Vancouver
1.
Wijnia L, Loyens SM, Derous E, Schmidt HG. How important are student-selected versus instructor-selected literature resources for students’ learning and motivation in problem-based learning? INSTRUCTIONAL SCIENCE. 2015;43(1):39–58.
IEEE
[1]
L. Wijnia, S. M. Loyens, E. Derous, and H. G. Schmidt, “How important are student-selected versus instructor-selected literature resources for students’ learning and motivation in problem-based learning?,” INSTRUCTIONAL SCIENCE, vol. 43, no. 1, pp. 39–58, 2015.
@article{4404121,
  abstract     = {{In problem-based learning (PBL) students are responsible for their own learning process, which becomes evident in, for example, selecting literature resources for individual study. Debate exists about whether it is best to have students select their own literature resources or to present them with a list of mandatory instructor-selected literature resources. The current study investigated the effect of studying instructorselected literature resources versus student-selected literature resources (N = 60) from a predetermined set of literature on several study outcome variables. The results demonstrated that students in the student-selected literature condition scored higher on autonomous motivation, perceived competence, and lower on perceptions of mental effort during studying. The instructor-selected condition led to better test performance on factual test items whereas no difference was found for the conceptual questions. Overall, the results indicate that letting students select their own literature resources can be beneficial in terms of autonomous motivation, perceived competence, and perceptions of mental effort during learning and does not affect conceptual knowledge.}},
  author       = {{Wijnia, Lisette and Loyens, Sofie MM and Derous, Eva and Schmidt, Henk G}},
  issn         = {{0020-4277}},
  journal      = {{INSTRUCTIONAL SCIENCE}},
  keywords     = {{CONSTRUCTIVIST ASSUMPTIONS,SELF-DETERMINATION THEORY,INTRINSIC MOTIVATION,ACADEMIC-ACHIEVEMENT,METAANALYSIS,SUPPORT,CONCEPTIONS,PERSPECTIVE,PERFORMANCE,CHOICE,Problem-based learning,Self-study,Self-directed learning,Autonomous motivation,Perceived competence}},
  language     = {{eng}},
  number       = {{1}},
  pages        = {{39--58}},
  title        = {{How important are student-selected versus instructor-selected literature resources for students' learning and motivation in problem-based learning?}},
  url          = {{http://doi.org/10.1007/s11251-014-9325-6}},
  volume       = {{43}},
  year         = {{2015}},
}
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