The Effects of Different Learning Environments on Students' Motivation for Learning and Their Achievement

Autor/inn/en	Baeten, Marlies; Dochy, Filip; Struyven, Katrien
Titel	The Effects of Different Learning Environments on Students' Motivation for Learning and Their Achievement
Quelle	In: British Journal of Educational Psychology, 83 (2013) 3, S.484-501 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/j.2044-8279.2012.02076.x
Schlagwörter	Educational Environment; Learning Motivation; Pretests Posttests; Quasiexperimental Design; Self Determination; Questionnaires; Student Teachers; Child Development; Student Teacher Attitudes; Academic Achievement; Prior Learning; Case Method (Teaching Technique); Teaching Methods; Constructivism (Learning); Foreign Countries; Personal Autonomy; Correlation; Lecture Method; Student Participation; Attitude Measures; Interaction; Belgium + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Motivation for studies; Lernmotivation; Selbstbestimmung; Fragebogen; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Kindesentwicklung; Schulleistung; Vorkenntnisse; Case method; Fallmethode; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Individuelle Autonomie; Korrelation; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Interaktion; Belgien
Abstract	Background: Research in higher education on the effects of student-centred versus lecture-based learning environments generally does not take into account the psychological need support provided in these learning environments. From a self-determination theory perspective, need support is important to study because it has been associated with benefits such as autonomous motivation and achievement. Aim: The purpose of the study is to investigate the effects of different learning environments on students' motivation for learning and achievement, while taking into account the perceived need support. Sample: First-year student teachers ("N"= 1,098) studying a child development course completed questionnaires assessing motivation and perceived need support. In addition, a prior knowledge test and case-based assessment were administered. Method: A quasi-experimental pre-test/post-test design was set up consisting of four learning environments: (1) lectures, (2) case-based learning (CBL), (3) alternation of lectures and CBL, and (4) gradual implementation with lectures making way for CBL. Results: Autonomous motivation and achievement were higher in the gradually implemented CBL environment, compared to the CBL environment. Concerning achievement, two additional effects were found; students in the lecture-based learning environment scored higher than students in the CBL environment, and students in the gradually implemented CBL environment scored higher than students in the alternated learning environment. Additionally, perceived need support was positively related to autonomous motivation, and negatively to controlled motivation. Conclusions: The study shows the importance of gradually introducing students to CBL, in terms of their autonomous motivation and achievement. Moreover, the study emphasizes the importance of perceived need support for students' motivation. (Contains 4 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10