Studies on the effects of structure in the context of autonomy-supportive or controlling teacher behavior on students' intrinsic motivation

Learning and Individual Differences

Volumn 62, Issue , 2018, Pages 69-78

  Eckes, Alexander ^a   Großmann, Nadine ^a   Wilde, Matthias ^a  

^a BIELEFELD UNIVERSITY   (Germany)

Author keywords

Competence; Contextual Model of Learning; Motivation; Museum learning; Self Determination Theory; Structure; Teacher behavior

Indexed keywords

EID: 85041404331     PISSN: 10416080     EISSN: 18733425     Source Type: Journal    
DOI: 10.1016/j.lindif.2018.01.011     Document Type: Article

References (86)

1. Anderson, D., Lucas, K.B., The effectiveness of orienting students to the physical features of a science museum prior to visitation. Research in Science Education 27:4 (1997), 485–495.
2. Baard, P.P., Deci, E.L., Ryan, R.M., Intrinsic need satisfaction: A motivational basis of performance and well-being in two work settings. Journal of Applied Social Psychology 34 (2004), 2045–2068.
3. Bamberger, Y., Tal, T., Learning in a personal context: Levels of choice in a free choice learning environment in science and natural history museums. Science Education 91:1 (2006), 75–95.
4. Basten, M., Meyer-Ahrens, I., Fries, S., Wilde, M., The effects of autonomy-supportive vs. controllingguidance on learners’ motivational and cognitive achievement in a structured fieldtrip. Science Education 98:6 (2014), 1033–1053.
5. Belmont, M., Skinner, E., Wellborn, J., Connell, J., Teacher as social context: A measure of student perceptions of teacher provision of involvement, structure, and autonomy support. 1988, University of Rochester Press, Rochester, NY.
6. Bitgood, S., Putting the horse before the cart: A conceptual analysis of educational exhibits. Bicknell, S., Farmelo, G., (eds.) Museum visitor studies in the 90s, 1993, Science Museum, London, United Kingdom, 133–139.
7. Borun, M., Flexer, B.K., Plants and pulleys: Studies of class visits to science museum exhibits. Curator 26 (1983), 201–219.
8. Brophy, J., Teacher influences on student achievement. American Psychologist 41:10 (1986), 1069–1077.
9. Brophy, J., Observational research on generic aspects of classroom teaching. Alexander, P.A., Winne, P.H., (eds.) Handbook of educational psychology, 2006, Erlbaum, Mahwah, NJ, 755–780.
10. Burnett, J., Lucas, K.B., Dooley, J.H., Small group behaviour in a novel field environment: Senior science students visit a marine theme park. Australian Science Teachers Journal 42:4 (1996), 59–64.
11. deCharms, R., Personal causation: The internal affective determinants of behavior. 1968, Academic Press, New York, NY.
12. Connell, J.P., Wellborn, J.G., Competence, autonomy, and relatedness: A motivational analysis of self-system processes. Gunnar, M.R., Sroufe, L.A., (eds.) Self-processes and development: The Minnesota symposia on child psychology, Vol. 23, 1991, University of Chicago Press, Chicago, IL, 167–216.
13. De Rijdt, C., van der Rijt, J., Dochy, F., van der Vleuten, C., Rigorously selected and well trained senior student tutors in problem based learning: Student perceptions and study achievements. Instructional Science 40:2 (2012), 397–411.
14. Deci, E.L., Koestner, R., Ryan, R.M., Extrinsic rewards and intrinsic motivation in education: Reconsidered once again. Review of Educational Research 71:1 (1999), 1–27.
15. Deci, E.L., Ryan, R.M., Intrinsic motivation and self-determination in human behavior. 1985, Plenum Press, New York, NY.
16. Deci, E.L., Ryan, R.M., Die Selbstbestimmungstheorie der Motivation und ihre Bedeutung für die Pädagogik [self-determination theory of motivation and its significance for pedagogy]. Zeitschrift für Pädagogik 39 (1993), 223–238.
17. Deci, E.L., Ryan, R.M., The “what” and “why” of goal pursuits. Human needs and the self-determination of behavior. Psychological Inquiry 11:4 (2000), 227–268.
18. Deci, E.L., Ryan, R.M., Handbook of self-determination research. 2002, University of Rochester Press, Rochester, NY.
19. Deci, E.L., Ryan, R.M., Facilitating optimal motivation and psychological well-being across life's domains. Canadian Psychology 49:1 (2008), 14–23.
20. Deci, E.L., Vallerand, R.J., Pelletier, L.G., Ryan, R.M., Motivation and education: The self-determination perspective. Educational Psychologist 26:3,4 (1991), 325–346.
21. DeWitt, J., Storksdieck, M., A short review of school field trips: Key findings from the past and implications for the future. Visitor Studies 11:2 (2008), 181–197.
22. Dierking, L.D., Learning theories and learning style: An overview. Journal of Museum Education 16 (1991), 4–6.
23. Dillon, J., Rickinson, M., Teamey, K., Morris, M., Choi, M.Y., Sanders, D., Benefield, P., The value of outdoor learning: Evidence from research in the UK and elsewhere. School Science Review 87:320 (2006), 107–111.
24. Eshach, H., Bridging in-school and out-of-school learning: Formal, non-formal, and informal education. Journal of Science Education and Technology 16:2 (2007), 171–190.
25. Falk, J.H., Time and behavior as predictors of learning. Science Education 67:2 (1983), 267–276.
26. Falk, J.H., Balling, J.D., The field trip milieu: Learning and behavior as a function of contextual events. Journal of Educational Research 76:1 (1982), 22–28.
27. Falk, J.H., Dierking, L.D., The contextual model of learning. Falk, J.H., Dierking, L.D., (eds.) Learning from museums, 2000, Altamira Press, Lanham, MD, 135–148.
28. Falk, J.H., Storksdieck, M., Using the contextual model of learning to understand visitor learning from a science center exhibition. Science Education 89:5 (2005), 744–778.
29. Froiland, J.M., Davison, M.L., Parental expectations and school relationships as contributors to adolescents' positive outcomes. Social Psychology of Education 17 (2014), 1–17.
30. Froiland, J.M., Davison, M.L., Worrell, F.C., Aloha teachers: Teacher autonomy support promotes Native Hawaiian and Pacific Islander students' motivation, school belonging, course-taking and math achievement. Social Psychology of Education 19:4 (2017), 879–894.
31. Gilbert, J., Priest, M., Models and discourse: A primary school science class visit to a museum. Science Education 81:6 (1997), 749–762.
32. Gottfried, J.L., Do children learn on school field trips?. Curator 23 (1980), 165–174.
33. Griffin, J., Learning to learn in informal science settings. Research in Science Education 24:1 (1994), 121–128.
34. Griffin, J., Learning science through practical experiences in museums. International Journal of Science Education 20:6 (1998), 655–663.
35. Griffin, J., Research on students and museums: Looking more closely at the students in school groups. Science Education 88 (2004), 59–70.
36. Griffin, J., Symington, D., Moving from task-oriented to learning-oriented strategies on school excursions to museums. Science Education 81:6 (1997), 763–779.
37. Grolnick, W.S., Ryan, R.M., Parent styles associated with children's self-regulation and competence in school. Journal of Educational Psychology 81:2 (1989), 143–154.
38. Gudjons, H., Handlungsorientiert lehren und lernen: Schüleraktivierung-Selbsttätigkeit-Projektarbeit [Action-oriented teaching and learning: Activation of students, self-activity, project work]. 2001, Klinkhardt, Bad Heilbrunn, Germany.
39. Haerens, L., Aelterman, N., Van den Berghe, L., De Meyer, J., Soenens, B., Vansteenkiste, M., Observing physical education teachers' need-supportive interactions in classroom settings. The Journal of Sport & Exercise Psychology 35 (2013), 3–17.
40. Hidi, S., Anderson, V., Situational interest and its impact on reading and expository writing. Renninger, K.A., Hidi, S., Krapp, A., (eds.) The role of interest in learning and development, 1992, Erlbaum, Hillsdale, NJ, 215–238.
41. Hiss, T., A place for learning. Falk, J.H., Dierking, L.D., (eds.) Learning from museums: Visitor experiences and the making of meaning, 2000, Altamira Press, Lanham, MD, 113–134.
42. Hofstein, A., Rosenfeld, S., Bridging the gap between formal and informal science learning. Studies in Science Education 28:1 (1996), 87–112.
43. Jang, H., Reeve, J., Deci, E.L., Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure. Journal of Educational Psychology 102:3 (2010), 588–600.
44. Katz, I., Assor, A., When choice motivates and when it does not. Educational Psychology Review 19 (2007), 429–442.
45. Kehoe, J.F., Choice time and aspects of choice alternatives. Perlmuter, L.C., Monty, R.A., (eds.) Choice and perceived control, 1979, Erlbaum, Hillsdale, NJ, 67–82.
46. Koestner, R., Ryan, R.M., Bernieri, F., Holt, K., Setting limits on children's behavior: The differential effects on controlling vs. informational styles on intrinsic motivation and creativity. Journal of Personality 52:3 (1984), 233–248.
47. Koran, J.J., Koran, M.L., Ellis, J., Evaluating the effectiveness of field experiences: 1939–1989. Visitor Behavior IV:2 (1989), 7–10.
48. Krapp, A., Entwicklung und Förderung von Interessen im Unterricht [development and support of interest in class]. Psychologie in Erziehung und Unterricht 45 (1998), 185–201.
49. Krapp, A., Ryan, R.M., Selbstwirksamkeit und Lernmotivation. Eine kritische Betrachtung der Theorie von Bandura aus der Sicht der Selbstbestimmungstheorie und der pädagogisch-psychologischen Interessentheorie [Self-efficacy and motivation. Bandura's theory as seen from the perspective of self-determination theory and pedagogical-psychological theory of interest]. Hopf, D., Jerusalem, M., (eds.) Selbstwirksamkeit und Motivationsprozesse in Bildungsinstitutionen, 2002, Beltz, Weinheim, Germany, 54–82.
50. Lewalter, D., Geyer, C., Evaluation von Schulklassenbesuchen am Museum [Evaluation of school class visits at museums]. Zeitschrift für Pädagogik 51:6 (2005), 774–785.
51. Lewalter, D., Geyer, C., Motivationale Aspekte von schulischen Besuchen in naturwissenschaftlich-technischen Museen [Motivational aspects of school class visits at scientific-technological museums]. Zeitschrift für Erziehungswissenschaft 12:1 (2009), 28–44.
52. Martin, W.W., Falk, J.H., Balling, J.D., Environmental effects on learning: The outdoor field trip. Science Education 65:3 (1981), 301–309.
53. Martinek, D., Wodurch geraten Lehrer/innen unter Druck? [What sets teachers under pressure?]. Erziehung und Unterricht 9–10 (2010), 784–791.
54. Meyer-Ahrens, I., Wilde, M., Der Einfluss von Schülerwahl und derInteressantheit des Unterrichtsgegenstandes auf die Lernmotivation imBiologieunterricht [The impact of students‘ choice and interestingness of the subject on students’ motivation in biology education]. Unterrichtswissenschaft 41:1 (2013), 57–71.
55. Mitchell, M., Situational interest: Its multifaceted structure in the secondary school mathematics classroom. Journal of Educational Psychology 85:3 (1993), 424–436.
56. Orion, N., Hofstein, A., Mazor, E., A field-based high school geology course: Igneous and metaphoric terrains, an Israeli experience. Geology Teaching 11 (1986), 16–20.
57. Pelletier, L.G., Sharp, E.C., Administrative pressures and teachers' interpersonal behaviour in the classroom. Theory and Research in Education 7 (2009), 174–183.
58. Prokop, P., Tuncer, G., Kvasničák, R., Short-term effects of field programme on students' knowledge and attitude toward biology: A Slovak experience. Journal of Science Education and Technology 16:3 (2007), 247–255.
59. Randler, C., Ilg, A., Kern, J., Cognitive and emotional evaluation of an amphibian conservation program for elementary school students. The Journal of Environmental Education 37:1 (2005), 43–52.
60. Reeve, J., Self-determination theory applied to educational settings. Deci, E.L., Ryan, R.M., (eds.) Handbook of self-determination research, 2002, University Of Rochester Press, Rochester, NY, 183–203.
61. Reeve, J., Bolt, E., Cai, Y., Autonomy-supportive teachers: How they teach and motivate students. Journal of Educational Psychology 91 (1999), 537–548.
62. Reeve, J., Cheon, H.S., An intervention-based program of research on teachers' motivating styles. Karabenick, S., Urdan, T., (eds.) Advances in motivation and achievement: Motivational interventions, Vol. 18, 2014, Emerald Group Publishing, Bingley, United Kingdom, 293–339.
63. Reeve, J., Nix, G., Hamm, D., Testing models of the experience of self-determination in intrinsic motivation and the conundrum of choice. Journal of Educational Psychology 95:2 (2003), 375–392.
64. Rennie, L., Measuring affective outcomes from a visit to a science education centre. Research in Science Education 24 (1994), 261–269.
65. Rennie, L., McClafferty, T., Using visits to interactive science and technology centers, museums, aquaria, and zoos to promote learning in science. Journal of Science Teacher Education 6:4 (1995), 175–185.
66. Ryan, R.M., Control and information in the intrapersonal sphere: An extension of cognitive evaluation theory. Journal of Personality and Social Psychology 43 (1982), 450–461.
67. Ryan, R.M., Connell, J.P., Perceived locus of causality and internalization: Examining reasons for acting two domains. Journal of Personality and Psychology 57:5 (1989), 749–761.
68. Ryan, R.M., Connell, J.P., Deci, E.L., A motivational analysis of self-determination and self-regulation in education. Ames, C., Ames, R.E., (eds.) Research on motivation in education: The classroom milieu, 1985, Academic Press, New York, NY, 13–51.
69. Ryan, R.M., Deci, E.L., Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology 25 (2000), 54–67.
70. Ryan, R.M., Deci, E.L., Overview of self-determination theory: An organismic dialectical perspective. Deci, E.L., Ryan, R.M., (eds.) Handbook of self-determination research, 2002, University of Rochester Press, Rochester, NY, 3–33.
71. Ryan, R.M., Deci, E.L., Self-determination theory – Basic psychological needs in motivation, development, and wellness. 2017, Guilford Press, New York, NY.
72. Ryan, R.M., Mims, V., Koestner, R., Relation of reward contingency and interpersonal context to intrinsic motivation: A review and test using cognitive evaluation theory. Journal of Personality and Social Psychology, 45(4), 1983 (736–75s).
73. Schuh, K.L., Learner-centered principles in teacher-centered practices?. Teaching and Teacher Education 20 (2004), 833–846.
74. Sierens, E., Vansteenkiste, M., Goossens, L., Soenens, B., Dochy, F., The synergistic relationship of perceived autonomy support and structure in the prediction of self-regulated learning. The British Journal of Educational Psychology 79 (2009), 57–68.
75. Skinner, E.A., Perceived control, motivation, and coping. 1995, Sage, Newbury Park, CA.
76. Skinner, E.A., Belmont, M.J., Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology 85 (1993), 571–581.
77. Skinner, E.A., Furrer, C., Marchand, G., Kindermann, T., Engagement and disaffection in the classroom: Part of a larger motivational dynamic?. Journal of Educational Psychology 100:4 (2008), 765–781.
78. Skinner, E.A., Zimmer-Gembeck, M.J., Connell, J.P., Eccles, J.S., Wellborn, J.G., Individual differences and the development of perceived control. Monographs of the Society for Research in Child Development 63:2–3 (1998), 1–220.
79. Stroet, K., Opdenakker, M.-C., Minnaert, A., Need supportive teaching in practice: A narrative analysis in schools with contrasting educational approaches. Social Psychology of Education 18:3 (2015), 585–613.
80. Su, Y.L., Reeve, J., A meta-analysis of the effectiveness of intervention programs designed to support autonomy. Educational Psychology Review 23 (2011), 159–188.
81. Taylor, I.M., Ntoumanis, N., Teacher motivational strategies and student self-determination in physical education. Journal of Educational Psychology 99 (2007), 747–760.
82. Tessier, D., Sarrazin, P., Ntoumanis, N., The effect of an intervention to improve newly qualified teachers' interpersonal style, students' motivation and psychological need satisfaction in sport-based physical education. Contemporary Educational Psychology 35 (2010), 242–253.
83. Vansteenkiste, M., Sierens, E., Goossens, L., Soenens, B., Dochy, F., Mouratidis, A., Beyers, W., Identifying configurations of perceived teacher autonomy support and structure: Associations with self-regulated learning, motivation and problem behavior. Learning and Instruction 22:6 (2012), 431–439.
84. White, R., Motivation reconsidered: The concept of competence. Psychological Review 66 (1959), 297–333.
85. Wilde, M., Urhahne, D., Museum learning: A study of motivation and learning achievement. Journal of Biological Education 42:2 (2008), 78–83.
86. Williams, S., An organizational model of choice: A theoretical analysis differentiating choice, personal control, and self-determination. Genetic, Social, and General Psychology Monographs 124:4 (1998), 465–491.