Moving from First to Final Draft: Offering Autonomy-Supportive Choices to Motivate Students to Internalize the Writing Process
Carol L. Wallinger
Rutgers, The State University of New Jersey - School of Law-Camden
August 5, 2008
Loyola Law Review, New Orleans, Vol. 54, 2009
Law students have been shown to suffer extreme declines in their motivation during their first year, even though they start law school highly motivated. But new empirical research from Sheldon and Krieger shows that law students who perceived more "autonomy support" from their faculty fared better psychologically while in law school, and scored better on the Multistate Bar Exam after law school. The purpose of this exploratory project was to offer a small group of legal writing students two autonomy-supportive choices, and to analyze their responses. This article explains autonomy support in the context of the self-determination theory of human motivation, offers some examples of applying autonomy support to the legal writing curriculum, and discusses possible directions for future study.
Number of Pages in PDF File: 35
Keywords: autonomy support, motivate, writing process, legal writingAccepted Paper Series
Date posted: August 6, 2008 ; Last revised: December 11, 2012
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