Do those with greater involvement in a process of choice perform better? Specifically, do students get better grades if they are more involved in choosing their classes? Students in an introductory psychology course were offered informed choice of 32 sections. Those who changed sections (active choice) or were forced to take their second or third choices (choice process salient) had better grades than those who stayed in their original computer-assigned section (possibly a passive choice). Covariates controlled effects of grade point average, semester hours completed, and major. The desirability of the section had no interactive effect.
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