Document Type

Article

Publication Date

2023

Publication Title

College Teaching

Volume

71

Abstract

Renewable assignments are student created artifacts that have value outside of courses. However, more empirical inquiry in renewable assignments grounded in theoretical frameworks is necessary. In this study, students (N = 69) engaged in renewable assignments and were asked to report on their perceptions based on the self-determination theory of motivation and social justice principles. Overall, students reported higher levels of motivation as well as more opportunity to represent their identities for renewable assignments than traditional assignments. Students who opted to publicly share reported higher levels of competence and relatedness than did students who did not opt to publicly share.

Issue

2

First Page

125

Last Page

134

DOI

10.1080/87567555.2023.2179591

ISSN

1930-8299

Creative Commons License

Creative Commons Attribution-NonCommercial 4.0 International License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License

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