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ERIC Number: EJ1117138
Record Type: Journal
Publication Date: 2016
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0950-0693
EISSN: N/A
The Effects of Autonomy-Supportive and Controlling Teaching Behaviour in Biology Lessons with Primary and Secondary Experiences on Students' Intrinsic Motivation and Flow-Experience
Hofferber, Natalia; Basten, Melanie; Großmann, Nadine; Wilde, Matthias
International Journal of Science Education, v38 n13 p2114-2132 2016
Self-Determination Theory and Flow Theory propose that perceived autonomy fosters the positive qualities of motivation and flow-experience. Autonomy-support can help to maintain students' motivation in very interesting learning activities and may lead to an increase in the positive qualities of motivation in less interesting learning activities. This paper investigates whether autonomy-supportive or controlling teaching behaviour influence students' motivation and flow-experience in biology class. In study 1, 158 students of grade six worked on the adaptations of Harvest Mice ("Micromys minutus") with living animals. The 153 sixth graders of study 2 dealt with the same content but instead worked with short films on laptops. Previous studies have shown that students perceive film sequences as less interesting than working with living animals. Students' intrinsic motivation and flow-experience were measured at the end of the first and the third lesson. In study 1, autonomy-supportive teaching behaviour led to significant differences in students' intrinsic motivation and flow-experience when compared to controlling teaching behaviour. In study 2, motivation and flow-experience were not always in line with theory. The positive effects of autonomy-supportive and the non-beneficial effects of the controlling teaching behaviour seem to be dependent on the interestingness of the teaching material.
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: Grade 6; Intermediate Grades; Middle Schools; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany
Grant or Contract Numbers: N/A