Aufsatz in einer Fachzeitschrift
Research-oriented learning as stimulation of self-determination and autonomy: Person-related conditions and motivational mediators
Details zur Publikation
Autor(inn)en: | Hänze, M.; Moegling, K. |
Publikationsjahr: | 2004 |
Zeitschrift: | Psychologie in Erziehung und Unterricht |
Seitenbereich: | 113-125 |
Jahrgang/Band : | 51 |
Erste Seite: | 113 |
Letzte Seite: | 125 |
ISSN: | 0342-183X |
Zusammenfassung, Abstract
The present study focused on personality variables und motivational effects of research-oriented learning in small teams. 136 students from 11th and 12th grade classrooms participated in a teaching unit on research-oriented learning in small teams. They answered questionnaires with respect to their goal and uncertainty orientations, their perceptions of a learning context that would support self-determination, to their intrinsic motivation and their attitudes towards Self-determined or cooperative learning. The performance of the students was assessed by the teacher's evaluation of the student's work output. Perceiving a learning context as supportive for self-determination had a positive effect on performance as well as on the attitude towards self-determined learning; these effects were partially mediated by intrinsic motivation. High uncertainty orientation supported the perception of self-determination in the learning environment. Task-oriented students were more intrinsically motivated, and the ego-oriented students showed better performance.
The present study focused on personality variables und motivational effects of research-oriented learning in small teams. 136 students from 11th and 12th grade classrooms participated in a teaching unit on research-oriented learning in small teams. They answered questionnaires with respect to their goal and uncertainty orientations, their perceptions of a learning context that would support self-determination, to their intrinsic motivation and their attitudes towards Self-determined or cooperative learning. The performance of the students was assessed by the teacher's evaluation of the student's work output. Perceiving a learning context as supportive for self-determination had a positive effect on performance as well as on the attitude towards self-determined learning; these effects were partially mediated by intrinsic motivation. High uncertainty orientation supported the perception of self-determination in the learning environment. Task-oriented students were more intrinsically motivated, and the ego-oriented students showed better performance.
