Ownership, in the context of this study, includes both psychological ownership and ownership of learning, forming a multifaceted concept essential for fostering student engagement and intrinsic motivation. These two dimensions are deeply interconnected, with each complementing and enhancing the other to create a sense of investment in the learning process.
Psychological Ownership
In the article In the article “The state of psychological ownership: Integrating and extending a century of research” (Pierce, Kostova, & Dirks, 2003), psychological ownership is described as a complex emotional and cognitive experience in which a person feels a sense of possession over something, even if it is not physically theirs. This sense is often articulated through notions of "mine" or "ours" and can be applied to both physical objects and intangible concepts such as cultural artifacts, songs, and ideas (Isaacs, 1933, p. 222; Shaw, Li, & Olson, 2012, p. 1383). According to Pierce Kostova & Dirks (2003), psychological ownership arises from three main human motives: “(a) efficacy and effectance, (b) self-identity, and (c) ‘having a place.’" (p. 8), which fulfill three fundamental psychological needs for the individual (Pierce et al., 2003, p. 9).
Psychological ownership first manifests in the motive of efficacy and efficiency, understood by the authors as the need to feel competent (Pierce et al., 2003, p. 10). Secondly, possessions serve as symbolic representations and extensions of the self, helping define and express the individual’s self-identity (Pierce et al., 2003, p. 10; Isaacs, 1933, p. 225). Finally, the concept of having a place reflects the human need for security and personal space, which, as emphasized by Pierce et al. (2003), is manifested in the objects we possess, translating this perception into "home – my place" (p. 11). Moreover, this concept of psychological ownership is present in both adults and children. It is argued that the ownership rules applied by adults, such as first possession, control over use, and non-transferability, have also been found to be the same for children aged six and above (Shaw et al., 2012, pp. 1383–1384). Isaacs (1933, p. 222) observes that young children demonstrate a strong desire for exclusive possession, confirming that children cultivate a profound sense of ownership over rhythm and songs if they have heard or used them first. This behavior illustrates the intrinsic nature of the psychological need for ownership, which is not learned but represents a spontaneous response to human nature.
Ownership of learning refers to a transformative attitude in which individuals take personal responsibility for their educational journey. Wiley (2009, p. 1) explains that ownership is a term commonly associated with numerous educational goals, such as engaging, involving, and empowering learners. However, this concept is often misused or reduced to a slogan, leading to unstable assertions and relationships among terms.
The emergence of ownership of learning, as Wiley (2009, p. 41) observed, does not occur innately but begins with a clear trigger: an experience that resonates with the learner. These experiences may include discovering talent, encountering important questions, or finding a sense of purpose through social or personal events.
Ultimately, ownership of learning is both a right and a responsibility of the educational direction, and its care is assumed by learners. As Wiley (2009) concludes, it “is at this point that a person may be said to own his or her learning—because 1) a system of preferences now focuses that person's learning quest in his or her own dire (p. 49).
Therefore, the emotional and cognitive foundations created by psychological ownership are necessary for students to see learning experiences as meaningful. When students feel that a task, object, or concept is “theirs,” they are more eager to approach learning with enthusiasm. This emotional connection can serve as a driving force for enhancing the student’s involvement. Ownership of learning, in turn, extends psychological ownership by channeling the emotional connection into actionable behaviors. While psychological ownership establishes the “why” of learning (a sense of personal meaning), ownership of learning provides the “how,” empowering students to make decisions, set goals, and reflect on their progress.