Student Selection of Deadline Conditions in a Personalized Psychology Course

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Abstract
Given a choice between five instructor- and five self-set deadlines, more students in a self-paced developmental psychology course chose the former. Students in the two conditions did not differ on a measure of academic performance or the number of testing days used to complete the course. Students who chose to set their own deadlines missed fewer deadlines, showed accelerated pacing, and rated the opportunity to choose more favorably than did those in the instructor-set deadline condition. Most students indicated that, if given the choice again, they would make the same decision, but a higher percentage of students who chose instructor-set deadlines would reverse their choice.

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