Motivational patterns in STEM education: a self-determination perspective on first year courses
Author:
Affiliation:
1. Faculty of Science, University of Southern Denmark, Odense, Denmark
2. Department of Science Education, University of Copenhagen, Copenhagen, Denmark
Publisher
Informa UK Limited
Subject
Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/02635143.2017.1421529
Reference34 articles.
1. The effects of instructors' autonomy support and students' autonomous motivation on learning organic chemistry: A self-determination theory perspective
2. Using thematic analysis in psychology
3. First year expectations and experiences: student and teacher perspectives
4. Developing an understanding of higher education science and engineering learning communities
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