Introduction
People do not always resist a decision because they disagree with it.
Sometimes, they resist because they feel that their freedom to choose is being taken away.
Being told that something is compulsory, having too few choices, or feeling pressured to behave in a particular way can create an urge to push back. This can happen even when the person might otherwise have chosen the same thing voluntarily.
This response is known as Psychological Reactance.
Understanding reactance can help explain why people sometimes resist learning activities, instructions, policies, or behaviour changes that are designed to help them. It also shows why the way a choice is presented can matter as much as the choice itself.
For organisations designing learning experiences, this has an important implication: giving people a sense of autonomy can sometimes lead to better engagement than trying to control every step of the experience.
What Is Psychological Reactance?
Psychological Reactance is the motivational response that occurs when people feel that their freedom to choose or behave in a certain way is being restricted.
The theory was proposed by psychologist Jack Brehm in 1966. His work suggested that when people believe they have lost, or are about to lose, a freedom, they can become motivated to restore it.
This does not necessarily mean they will openly rebel.
Reactance can show up in different ways. A person might ignore an instruction, resist a recommendation, become more interested in a restricted option, or simply feel less willing to cooperate.
The important part is the perception of lost freedom.
A message such as “You must complete this exactly as instructed” can therefore create a different response from “Here is one way you can approach this.”
The underlying task may be identical, but the perceived level of choice is different.
Why Do People Resist Feeling Controlled?
People generally value having some control over their own decisions.
When that sense of control is threatened, the restriction itself can become the focus of attention.
For example, imagine someone is given two options and told that either is acceptable. They may choose one without much thought.
Now imagine they are told that they are not allowed to choose one of those options.
The restricted option may suddenly become more attractive.
This is sometimes described as the forbidden fruit effect. When access to something is restricted, its perceived value can increase.
Reactance can therefore lead people to want the very thing they are being discouraged from choosing.
The strength of the reaction can depend on several factors, including how important the freedom is, how strongly it is restricted, and how much pressure the person feels.
The Science Behind Psychological Reactance
Jack Brehm and the Theory of Psychological Reactance
Jack Brehm introduced Psychological Reactance theory in his 1966 book A Theory of Psychological Reactance.
The basic idea was straightforward: when people believe a behavioural freedom is threatened or removed, they become motivated to restore that freedom.
This motivation can influence both behaviour and attitudes.
Someone who is told they cannot do something may try to do it. They may also begin to value that option more highly.
Understanding Psychological Reactance: New Developments and Findings – PMC
Threatened Freedom Can Increase Desire
Research on reactance has found that restrictions can sometimes make the restricted option appear more desirable.
This helps explain why messages based heavily on pressure can have unintended effects.
For example, telling people that they must use a particular approach can make them more aware of the fact that alternatives exist.
The more strongly people perceive the message as limiting their choice, the greater the potential for reactance.
Language Matters
The wording of a message can influence how much control people feel they have.
Words such as “must”, “have to”, and “cannot” can sometimes create a stronger sense of restriction than language that leaves room for choice.
This does not mean such words should never be used. Some situations genuinely require clear instructions.
The important distinction is between necessary direction and unnecessary control.
When people have legitimate choices, communicating those choices clearly can reduce the feeling that they are being controlled.
What Psychological Reactance Looks Like in Learning
Reactance can appear in learning experiences in surprisingly ordinary ways.
A person might be asked to complete a course and think:
“Why do I have to do this?”
They may skip optional activities because the course feels overly prescriptive.
They may resist a recommended behaviour because the message feels more like an order than an invitation.
Or they may become particularly interested in an option that the course discourages.
For example, a digital learning experience might tell employees:
“You must follow these five steps exactly.”
If the task genuinely requires those five steps, the instruction may be appropriate.
But if there are several valid ways to complete the task, presenting one approach as the only acceptable option may create unnecessary resistance.
The issue is not simply whether people have choices. It is whether they feel that they have meaningful choices.
Designing Learning to Reduce Psychological Reactance
Give Choice Where Possible
When an activity can be completed in more than one valid way, allow people to choose their approach.
This could mean choosing between scenarios, examples, practice activities, or learning paths.
The choices do not have to be extensive. Even a small amount of meaningful control can change how an experience feels.
Explain Why Something Matters
People are more likely to understand a restriction when they know why it exists.
Instead of simply saying that an activity is mandatory, explain its purpose.
For example:
“Complete this activity before moving on because it gives you the practice needed for the next section.”
The requirement remains, but the person has more context for it.
Use Direct Language Without Creating Unnecessary Pressure
Learning content still needs to provide clear direction.
The goal is not to avoid every instruction.
Instead, designers can distinguish between situations where a specific action is necessary and situations where people can reasonably choose.
Where flexibility exists, language such as “you can”, “you may”, or “one option is” can help communicate that flexibility.
Offer Meaningful Options
Choice works best when the options actually matter.
Giving someone a choice between two buttons that lead to exactly the same experience may not create much autonomy.
Better choices allow people to make decisions that reflect their interests, needs, experience, or preferred way of approaching a task.
Avoid Overloading People With Choices
Reducing reactance does not mean giving people unlimited options.
Too many choices can create a different problem, including decision fatigue and choice overload.
The aim is to provide enough control to create autonomy without making the experience unnecessarily complicated.
Common Design Mistakes to Avoid
Making Everything Mandatory
Not every part of a learning experience needs to be compulsory.
When optional elements are presented as requirements, people may begin to feel that the entire experience is controlled.
Using Pressure as the Main Motivator
Threats, excessive reminders, and forceful language may produce compliance in the short term, but they can also create resistance.
If people understand why something matters, they are more likely to engage with it willingly.
Removing Choice Where It Is Not Necessary
Sometimes designers create a single fixed path simply because it is easier to build.
But if different routes could lead to the same learning outcome, allowing some flexibility can make the experience feel more engaging.
Treating Resistance as a Lack of Motivation
A person who resists a learning activity is not necessarily uninterested in learning.
Their response may partly come from how the activity has been presented.
Understanding reactance encourages designers to look at the environment around the behaviour, not just the behaviour itself.
Why Understanding Psychological Reactance Improves Learning
Learning requires participation.
People need to pay attention, make decisions, practise, reflect, and sometimes change the way they work.
When they feel that every part of the experience is being controlled, they may become less willing to participate.
Understanding Psychological Reactance helps designers create learning experiences that provide direction without unnecessarily taking away autonomy.
The goal is not to remove structure.
It is to give people structure while leaving room for choice where choice is possible.
When people feel that they have some control over their learning experience, they may be more willing to engage with it rather than resist it.
Conclusion
Psychological Reactance helps explain a familiar human response: sometimes, being told what to do makes us want to do something else.
In learning, this can happen when people feel that their choices are being restricted, their behaviour is being controlled, or they are being pressured without understanding why.
Good learning design does not need to remove direction or structure. Instead, it can provide clear guidance while giving people meaningful choices where possible.
Sometimes, giving people a little more control is what helps them take greater ownership of what they are learning.
FAQ: Psychological Reactance
What is Psychological Reactance?
Psychological Reactance is the motivational response people can experience when they feel that their freedom to choose or behave in a certain way is being restricted.
Who developed the theory of Psychological Reactance?
Psychologist Jack Brehm developed Psychological Reactance theory and introduced it in 1966.
What is an example of Psychological Reactance?
If someone is told they are not allowed to choose a particular option, they may suddenly want that option more than they did before. The restriction itself can increase its perceived appeal.
How does Psychological Reactance affect learning?
When people feel that a learning experience is overly controlling, they may resist instructions, disengage from activities, or become less willing to participate. Providing meaningful choices can help reduce unnecessary resistance.
How can learning designers reduce Psychological Reactance?
Designers can provide meaningful choices, explain why required activities matter, use clear but non-pressuring language, and avoid restricting choices when flexibility is possible.
Why Choose Learnnovators?
What is Custom e-learning?
Custom e-learning is digital training designed specifically for an organisation’s learners, goals, and business needs. Unlike off-the-shelf courses, it is tailored to reflect real workplace scenarios, making learning more relevant, engaging, and effective.
What should organisations look for in an e-learning partner?
An effective e-learning partner takes the time to understand an organisation’s people, challenges, and goals before recommending the right learning solution. Beyond creating engaging content, they should design learning experiences that are practical, scalable, and aligned with real business needs.
Who is Learnnovators?
Learnnovators is a global custom e-learning company founded in Chennai, India, in 2003. They work with organisations around the world to design digital learning experiences that help people learn better and perform with greater confidence.
What does Learnnovators do?
Learnnovators designs and develops custom workplace learning solutions, including Custom E-Learning, Mobile Learning, Gamified Learning, Blended Learning, Flash To HTML5 Conversion, Localization, and Moodle Customization, and their Learning Management System (LMS), Learnospace.
Who does Learnnovators work with?
Over the past two decades, Learnnovators has partnered with organisations across industries worldwide, delivering more than 15,000 hours of learning content in over 70 languages for 300+ clients across five continents.
How can I contact Learnnovators?
If you’re looking to create learning experiences that solve real workplace challenges, write to elearning@learnnovators.com to start the conversation.
