Articles used to update and expand the research base for Guidelines 3.0 are noted with an asterisk (*).

Amabile, T. M., & Gitomer, J. (1984). Children's artistic creativity: Effects of choice in task materials. Personality and Social Psychology Bulletin, 10(2), 209-215.

Assor, A., Kaplan, H., & Roth, G. (2002). Choice is good, but relevance is excellent: Autonomy-enhancing and suppressing teacher behaviours predicting students" engagement in schoolwork. British Journal of Educational Psychology, 72(2), 261-278.

Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148.

Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: W.H. Freeman.

Beane, J. A. (1990). Affect in the curriculum: Toward democracy, dignity, and diversity. New York: Teachers College Press.

Bennett, D. E., Zentall, S. S., French, B. F., & Giorgetti-Borucki, K. (2006). The effects of computer-administered choice on students with and without characteristics of attention-Deficit/Hyperactivity disorder. Behavioral Disorders, 31(2), 189-203.

Bergin, D. A. (1999). Influences on classroom interest. Educational Psychologist, 34(2), 87-98.

Boggiano, A. K., Main, D. S., & Katz, P. A. (1988). Children's preference for challenge: The role of perceived competence and control. Journal of Personality and Social Psychology, 54(1), 134-141.

Brown, A. L., Metz, K. E., & Campione, J. C. (2013). Social interaction and individual understanding in a community of learners: The influence of Piaget and Vygotsky. In A. Tryphon & J. Vonèche (Eds.), Piaget- Vygotsky: The social genesis of thought (pp. 145-170). Psychology Press.*

Catlin, K. S., Lewan, G. J., & Perignon, B. J. (1999). Increasing student engagement through goal-setting, cooperative learning & student choice. (Master's Action Research Project, Saint Xavier University and IRI/SkyLight).

Cavazos-Kottke, S. (2006). Five readers browsing: The reading interests of talented middle school boys. Gifted Child Quarterly, 50(2), 132-147.

Cordova, D. I., & Lepper, M. R. (1996). Intrinsic motivation and the process of learning: Beneficial effects of contextualization, personalization, and choice. Journal of Educational Psychology, 88(4), 715-730.

Cosden, M., Gannon, C., & Haring, T. G. (1995). Teacher-control versus student-control over choice of task and reinforcement for students with severe behavior problems. Journal of Behavioral Education, 5(1), 11-27.

D'Amico, J. J. (1980). Reviving student participation. Educational Leadership, 38(1), 44-46.

Deci, E. L. (1991). The relation of interest to the motivation of behavior: A self-determination theory perspective. In A. Renninger, S. Hidi & A. Krapp (Eds.), The role of interest in learning and development (pp. 43-70). Hillsdale, NJ:Erlbaum.

Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.

Deci, E. L., & Ryan, R. M. (1987). The support of autonomy and the control of behavior. Journal of Personality and Social Psychology, 53(6), 1024-1037.

Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26(3&4), 325-346.

Dewey, J. (1916). Democracy and education: An Introduction to the Philosophy of Education. New York: The Macmillan Company.

Earley, P. C. (1985). Influence of information choice and task complexity upon goal acceptance, performance and personal goals. Journal of Applied Psychology, 70(3), 481-491.

Edwards, C. (1998). Partner, nurturer, and guide: The role of the teacher. In C. Edwards, L. Gandini & G. Forman (Eds.), The hundred languages of children. the reggio emilia approach - advanced reflections (2nd ed., pp. 179-198). London: Ablex Publishing Corporation.

Farnsworth, V., Kleanthous, I., & Wenger-Trayner, E. (2016). Communities of practice as a social theory of learning: A conversation with Etienne Wenger. British Journal of Educational Studies, 64(2), 139-160.*

Flowerday, T., & Schraw, G. (2000). Teacher beliefs about instructional choice: A phenomenological study. Journal of Educational Psychology, 92(4), 634-645.

Flowerday, T., Schraw, G., & Stevens, J. (2004). The role of choice and interest in reader engagement. The Journal of Experimental Education, 72(2), 93-114.

Grolnick, W. S., & Ryan, R. M. (1987). Autonomy in children's learning: An experimental and individual difference investigation. Journal of Personality and Social Psychology, 52(5), 890-898.

Guthrie, J. T., & Alao, S. (1997). Designing contexts to increase motivations for reading. Educational Psychologist, 32(2), 95-105.

Guthrie, J. T., & Cox, K. E. (2001). Classroom conditions for motivation and engagement in reading. Educational Psychology Review, 13(3), 283-302.

Guthrie, J. T., & Davis, M. H. (2003). Motivating struggling readers in middle school through an engagement model of classroom practice. Reading & Writing Quarterly, 19(1), 59.

Guthrie, J. T., & McCann, A. D. (1997). Characteristics of classrooms that promote motivations and strategies for learning. In J. T. Guthrie, & A. Wigfield (Eds.), Reading engagement: Motivating readers through integrated instruction (pp. 128-148). Newark, DE: International Reading Association.

Guthrie, J. T., & Wigfield, A. (2000). Engagement and motivation in reading. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson & R. Barr (Eds.), Handbook for reading research (pp. 403-422). Mahwah, NJ: Erlbaum.

Hannafin, R. D., & Sullivan, H. J. (1996). Preferences and learner control over amount of instruction. Journal of Educational Psychology, 88(1), 162-173.

Iyengar, S., & Lepper, M. (1999). Rethinking the value of choice: A cultural perspective on intrinsic motivation. Journal of Personality and Social Psychology, 79, 995-1006.

Kamii, C. (1991). Toward autonomy: The importance of critical thinking and choice making. School Psychology Review, 20(3), 382-388.

Kern, L., Bambara, L., & Fogt, J. (2002). Class-wide curricular modification to improve the behavior of students with emotional or behavioral disorders. Behavioral Disorders, 27(4), 317-326.

Kilgore, D. W. (1999). Understanding learning in social movements: A theory of collective learning. International Journal of Lifelong Education, 18(3), 191-202.*

Kohn, A. (1993). Choices for children: Why and how to let students decide. Phi Delta Kappan, 75(1), 8-21.

Laurillard, D. (1987). Computers and the emancipation of students: Giving control to the learner. Instructional Science, 16(1), 3-18.

Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press. *

Lee, I. (1998). Supporting greater autonomy in language learning. ELT Journal, 52(4), 282-290.

Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works: Researched-based strategies for increasing student achievement. Virginia: Association for Supervision and Curriculum Development.

Mayer, R. E., Heiser, J., & Lonn, S. (2001). Cognitive constraints on multimedia learning: When presenting more material results in less understanding. Journal of Educational Psychology, 93(1), 187-198.

OECD. (2019). Student agency for 2023. Retrieved from https://search.oecd.org/education/2030-project/teaching-and-learning/learning/student-agency/Student_Agency_for_2030_concept_note.pdf *

Palinscar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1(2), 117-175.*

Passig, D., & Levin, H. (1999). Gender interest differences with multimedia learning interfaces. Computers in Human Behavior, 15(2), 173-183.

Passig, D., & Levin, H. (2000). Gender preferences for multimedia interfaces. Journal of Computer Assisted Learning, 16(1), 64-71.

Patall, E. A., Cooper, H., & Robinson, J. C. (2008). The effects of choice on intrinsic motivation and related outcomes: A meta-analysis of research findings. Psychological Bulletin, 134(2), 270-300.

Power, B. M., Wilhelm, J. D., & Chandler, K. (1997). Reading Stephen King: Issues of censorship, student choice, and popular literature. Urbana, IL: National Council of Teachers of English.

Pressley, M., Yokoi, L., Rankin, J., Wharton-McDonald, R., & Mistretta, J. (1997). A survey of the instructional practices of grade 5 teachers nominated as effective in promoting literacy. Scientific Studies of Reading, 1(2), 145-160.

Reeve, J. (2006). Teachers as facilitators: What autonomy-supportive teachers do and why their students benefit. The Elementary School Journal, 106(3), 225-236.

Reeve, J., Jang, H., Carrell, D., Jeon, S., & Barch, J. (2004). Enhancing students' engagement by increasing teachers' autonomy support. Motivation and Emotion, 28(2), 147-169.

Riding, R. J., & Watts, M. (1997). The effect of cognitive style on the preferred format of instructional material. Educational Psychology, 17(1), 179-183.

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78.

Schraw, G., Flowerday, T., & Reisetter, M. F. (1998). The role of choice in reader engagement. Journal of Educational Psychology, 90(4), 705-714.

Shevin, M., & Klein, N. K. (2004). The importance of choice-making skills for students with severe disabilities. Research and Practice for Persons with Severe Disabilities, 29(3), 161-168.

Shogren, K. A., Faggella-Luby, M. N., Bae, S. J., & Wehmeyer, M. L. (2004). The effect of choice-making as an intervention for problem behavior: A meta-analysis. Journal of Positive Behavior Interventions, 6(4), 228-237.

Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85(4), 571-581.

Skinner, E. A., Zimmer-Gembeck, M. J., & Connell, J. P. (1998). Individual differences and the development of perceived control. Monographs of the Society for Research in Child Development, 63(2-3), i-vi, 1-220.

Stefanou, C. R., Perencevich, K. C., DiCintio, M., & Turner, J. C. (2004). Supporting autonomy in the classroom: Ways teachers encourage student decision making and ownership. Educational Psychologist, 39(2), 97-110.

Stipek, D. J. (1996). Motivation and instruction. In D. C. Berliner, & R. C. Calfee (Eds.), Handbook of educational psychology. (pp. 85-113). New York: Simon & Schuster/Macmillan.

Stipek, D. J., & Weisz, J. R. (1981). Perceived personal control and academic achievement. Review of Educational Research, 51(1), 101-137.

Suarez, D. (2007). When students choose the challenge. Educational Leadership, 65(3), 60-65.

Sweet, A. P., Guthrie, J. T., & Ng, M. M. (1998). Teacher perceptions and student reading motivation. Journal of Educational Psychology, 90(2), 210-223.

Tafarodi, R. W., Mehranvar, S., Panton, R. L., & Milne, A. B. (2002). Putting oneself in the task: Choice, personalization, and confidence. Personality and Social Psychology Bulletin, 28(5), 648-658.

Tafarodi, R. W., Milne, A. B., & Smith, A. J. (1999). The confidence of choice: Evidence for an augmentation effect on self-perceived performance. Personality and Social Psychology Bulletin, 25(11), 1405-1416.

Turner, J. C. (1995). The influence of classroom contexts on young children's motivation for literacy. Reading Research Quarterly, 30(3), 410-441.

Unrau, N., & Schlackman, J. (2006). Motivation and its relationship with reading achievement in an urban middle school. Journal of Educational Research, 100(2), 81-101.

Wang, M. C., & Stiles, B. (1976). An investigation of children's concept of self-responsibility for their school learning. American Educational Research Journal, 13(3), 159-179.

Williams, S. (1998). An organizational model of choice: A theoretical analysis differentiating choice, personal control, and self-determination. Genetic, Social, and General Psychology Monographs, 124(4), 465-491.

Zuckerman, M., Porac, J., Lathin, D., & Deci, E. L. (1978). On the importance of self-determination for intrinsically-motivated behavior. Personality and Social Psychology Bulletin, 4(3), 443-446.