ERIC Number: EJ947230
Record Type: Journal
Publication Date: 2012
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0095-8964
EISSN: N/A
Intrinsic Motivation and Engagement as "Active Ingredients" in Garden-Based Education: Examining Models and Measures Derived from Self-Determination Theory
Skinner, Ellen A.; Chi, Una
Journal of Environmental Education, v43 n1 p16-36 2012
Building on self-determination theory, this study presents a model of intrinsic motivation and engagement as "active ingredients" in garden-based education. The model was used to create reliable and valid measures of key constructs, and to guide the empirical exploration of motivational processes in garden-based learning. Teacher- and student-reports of garden engagement, administered to 310 middle school students, demonstrated multidimensional structures, good measurement properties, convergent validity, and the expected correlations with self-perceptions in the garden, garden learning, achievement, and engagement in science and school. Exploratory path analyses, calculated using multiple regression, provided initial support for the self-determination model of motivation: students' perceived autonomy, competence, and intrinsic motivation uniquely predicted their engagement in the garden, which in turn, predicted learning in the gardens and achievement in school. (Contains 7 tables, 2 figures, and 1 footnote.)
Descriptors: Validity, Student Motivation, Gardening, Self Determination, Models, Learner Engagement, Teaching Methods, Reliability, Teacher Attitudes, Student Attitudes, Middle School Students, Path Analysis, Science Education, Personal Autonomy, Prediction, Academic Achievement, Measures (Individuals), Environmental Education, Sustainable Development
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A