The Relationship between Students' Motivation and Their Perceived Amount of Basic Psychological Need Satisfaction -- A Differentiated Investigation of Students' Quality of Motivation Regarding Biology

Autor/inn/en	Kaiser, L.-M.; Großmann, N.; Wilde, M.
Titel	The Relationship between Students' Motivation and Their Perceived Amount of Basic Psychological Need Satisfaction -- A Differentiated Investigation of Students' Quality of Motivation Regarding Biology
Quelle	In: International Journal of Science Education, 42 (2020) 17, S.2801-2818 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kaiser, L.-M.) ORCID (Großmann, N.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2020.1836690
Schlagwörter	Student Motivation; Student Satisfaction; Psychological Needs; Personal Autonomy; Interpersonal Relationship; Competence; Predictor Variables; Learning Processes; Self Management; Biology; Science Education; Middle School Students; High School Students; Adolescents; Gender Differences; Foreign Countries; Scientific Literacy; Germany + Suchen Sie Ihr Suchwort? Schulische Motivation; Individuelle Autonomie; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Kompetenz; Prädiktor; Learning process; Lernprozess; Selbstmanagement; Biologie; Naturwissenschaftliche Bildung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Geschlechterkonflikt; Ausland; Deutschland
Abstract	As biology education is obliged to enable students to acquire scientific literacy, long-lasting and sustainable learning is required. According to self-determination theory, such learning is based on self-determined motivation. Therefore, motivating students is a key issue of biology teaching. The present study investigated whether students' quality of motivation depends on the extent to which their basic needs are satisfied. Initial studies confirmed a positive impact on biology learning in terms of perceived autonomy, competence, and relatedness. However, these studies (1) do not consider all three basic needs, (2) nor do they distinguish between all motivational regulation styles separately. A more fine-grained investigation is required. Thus, a cross-sectional study with 738 students was conducted. Structural analyses showed differing effects of the students' perceived autonomy, competence, and relatedness on their motivational regulation. The perception of autonomy and competence were important predictors of intrinsic and identified regulation. However, while intrinsic regulation required mainly the perception of autonomy, identified regulation depended mainly on competence. Perceived relatedness had no predictive power. When it came to controlled regulations, only the perceived relatedness was a negative predictor of students' introjected regulation. Regarding external regulation, neither perceived autonomy and competence nor relatedness were negative predictors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01