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ERIC Number: EJ947230
Record Type: Journal
Publication Date: 2012
Pages: 21
Abstractor: As Provided
ISSN: ISSN-0095-8964
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.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
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