Is it true that research suggests a student is more engaged when they have less control over the learning process?

The assertion that research suggests a student is more engaged when they have less control over the learning process is generally considered false. Quite the opposite is true; studies in educational psychology indicate that greater student autonomy and control can positively enhance engagement and motivation. When students have a say in their learning processes, such as choosing topics, methods, or how to demonstrate their understanding, they tend to be more invested in their education. This autonomy allows them to take ownership of their learning experiences, leading to increased interest and deeper engagement with the material.

Furthermore, individual preferences and learning styles play a crucial role, and many students benefit from having the ability to direct their own learning. Engaged learners often seek out challenges and pursue interests, which is more likely to happen when they feel they have control over their learning. Consequently, the idea that less control fosters engagement does not align with current educational research and theories.