The Effects of Autonomy-Supportive and Controlling Teaching Behaviour in Biology Lessons with Primary and Secondary Experiences on Students' Intrinsic Motivation and Flow-Experience

Autor/inn/en	Hofferber, Natalia; Basten, Melanie; Großmann, Nadine; Wilde, Matthias
Titel	The Effects of Autonomy-Supportive and Controlling Teaching Behaviour in Biology Lessons with Primary and Secondary Experiences on Students' Intrinsic Motivation and Flow-Experience
Quelle	In: International Journal of Science Education, 38 (2016) 13, S.2114-2132 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2016.1229074
Schlagwörter	Teacher Behavior; Biology; Science Instruction; Science Education; Motivation; Teaching Methods; Self Determination; Learning Activities; Grade 6; Animals; Comparative Analysis; Quasiexperimental Design; Foreign Countries; Test Construction; Questionnaires; Statistical Analysis; Multivariate Analysis; Germany + Suchen Sie Ihr Suchwort? Teacher behaviour; Lehrerverhalten; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Naturwissenschaftliche Bildung; psychologische; Motivation (psychologisch); Teaching method; Lehrmethode; Unterrichtsmethode; Selbstbestimmung; Lernaktivität; School year 06; 6. Schuljahr; Schuljahr 06; Animal; Tier; Tiere; Ausland; Testaufbau; Fragebogen; Statistische Analyse; Multivariate Analyse; Deutschland
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01