Online Science Instruction Can Promote Adolescents' Autonomy Need Satisfaction: A Latent Growth Curve Analysis

Autor/inn/en	Deemer, Eric D.; Barr, Amy C.; Belote, Amy; Hall, Mark C.; Xu, Chunyu; Ogas, Joseph P.
Titel	Online Science Instruction Can Promote Adolescents' Autonomy Need Satisfaction: A Latent Growth Curve Analysis
Quelle	In: Research in Science Education, 53 (2023) 5, S.961-975 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Deemer, Eric D.) ORCID (Barr, Amy C.) ORCID (Belote, Amy) ORCID (Hall, Mark C.) ORCID (Xu, Chunyu) ORCID (Ogas, Joseph P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-023-10118-5
Schlagwörter	Adolescents; Science Instruction; Electronic Learning; Personal Autonomy; Needs; Satisfaction; Motivation; College Preparation; Self Determination; In Person Learning; Competence; Student Development; Control Groups; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Individuelle Autonomie; Grundbedürfnis; Zufriedenheit; psychologische; Motivation (psychologisch); Selbstbestimmung; Kompetenz; Unterrichtserfolg
Abstract	This research examined the differential motivational effects of a pre-college science enrichment program delivered in both online and in-person learning formats. Using self-determination theory as a guiding framework, we hypothesized that (1) students would exhibit growth in their perceived satisfaction of needs for autonomy, competence, and relatedness, (2) online learning would be associated with greater growth in autonomy, and (3) in-person learning would be associated with greater growth in both competence and relatedness. Using a sample of 598 adolescent participants, results of latent growth curve modeling indicated that satisfaction of the three needs grew unconditionally over the course of the program. However, format type was unrelated to growth in need satisfaction. Rather, this effect was found to be conditional upon the type of science project undertaken by students: astrophysics students exhibited significantly greater autonomy growth when receiving online instruction than did biochemistry students. Our findings suggest that online science learning can be just as effective in motivating students as in-person learning provided that the learning tasks are conducive to remote instruction. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01