The Beneficial Effects of Non-Received Choice: A Study on Intrinsic Motivation in Biology Education

Autor/inn/en	Meyer, Annika; Meyer-Ahrens, Inga; Wilde, Matthias
Titel	The Beneficial Effects of Non-Received Choice: A Study on Intrinsic Motivation in Biology Education
Quelle	In: European Journal of Educational Research, 2 (2013) 4, S.185-190 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-8714
Schlagwörter	Student Motivation; Biology; Science Instruction; Science Education; Student Interests; Control Groups; Decision Making; Voting; Teaching Methods; Educational Benefits; Grade 5; Elementary School Students; Personal Autonomy; Self Determination; Foreign Countries; Multivariate Analysis; Germany + Suchen Sie Ihr Suchwort? Schulische Motivation; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Naturwissenschaftliche Bildung; Studieninteresse; Decision-making; Entscheidungsfindung; Abstimmung; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsertrag; School year 05; 5. Schuljahr; Schuljahr 05; Individuelle Autonomie; Selbstbestimmung; Ausland; Multivariate Analyse; Deutschland
Abstract	Previous research has found conflicting evidence in studies where students participate in the selection of their course topics in educational settings. Katz and Assor (2007), for example, have argued that the increase in student motivation is probably not due to the mere act of choosing, but to the value of the options with respect to personal interest. The aim of our study was to investigate the impact of choice on aspects of motivation during biology lessons. Our sample consisted of five classes with 118 children of whom 63% were female. Their average age was 10.4 years (SD = 0.6). One group of students was asked to select one topic out of four in a majority vote during a biology class, while a control group was simply assigned the same topic. Results: Students who chose their topic reported a higher level of intrinsic motivation than students who were not given the option. A surprising result was that the students in the voting group who did not receive their preferred choice reported the same level of motivation as those who did. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01