Ownership development in the classroom appears to be fostered by a personalized, student-centered teaching approach. This sub-chapter defines this approach and explores its contribution to students' self-confidence.
Personalized teaching-based approach
In the article “The psychology of personalized education: Enhancing learning through individualization,” Yevdokymova (2024) describes personalized education as a learner-centered approach in which students engage with content that “resonates with their individual learning preferences” (p. 4). This approach provides students with better control over the educational journey, allowing them to set their own learning goals. This aligns with Pierce et al.'s (2003, p.18) argument that ownership develops when individuals can control and shape their area of interest.
Such claims are strengthened by Rajagopal, Schoors, Vanbecelaere, Bie, & Depaepe (2020), who suggest that when students feel a sense of control over their learning, they might perceive their work as more meaningful, enhancing intrinsic motivation. On the contrary, rigid structures imposed by educators can reduce this motivation by limiting autonomy (Rajagopal et al., 2020, p. 167). In this regard, personalized education plays a key role by accommodating individual differences in cognitive processes “such as varying levels of understanding, learning speeds, and cognitive styles” (Yevdokymova, 2024, p. 3). Therefore, a balance between guidance and learner autonomy is critical in promoting students' sense of ownership.
By giving control to the students, educators might help nurture a cycle of motivation and meaningful engagement through their learning process. Conley and French (2014) argue that “When students pursue learning or mastery goals, the emphasis is on developing a deep understanding of the material. This process is not about demonstrating what the student already knows, as in the pursuit of performance goals.” (p. 1027). Consequently, the students’ reflection on the challenges that have been overcome to reach the goal gives them awareness of their growth and pride in their achievements, which can increase their sense of ownership and, in turn, foster their self-confidence.
Figure 2
Model of Ownership. This conceptual model illustrates the relationship between emotional connection (an internal, unobservable process) and active learning (an external, observable process) as mutually reinforcing mechanisms leading to ownership. This sense of ownership subsequently contributes to the development of self-confidence.
As illustrated in Figure 2, educators might use personalized tasks to facilitate both moments of emotional connection (psychological ownership) and active learning in their students' learning process (ownership of learning). As shown in the model of ownership, emotional connection represents a passive process undertaken by students, from which educators may not have direct confirmation, whereas active learning represents an observable process shaped by teachers and their environment. Emotional connection and active learning can arise separately, but the presence of one does not exclude the other. Facilitating emotional connection may encourage students to take an active role in their learning, while engaging in active learning can naturally guide students to make decisions based on what they enjoy and feel emotionally connected to. By experiencing control of their choices and personal investment in the task, students might cultivate a sense of ownership.