The Effects of Autonomy-Supportive vs. Controlling Guidance on Learners' Motivational and Cognitive Achievement in a Structured Field Trip-Reference-Cited by-同舟云学术

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The Effects of Autonomy-Supportive vs. Controlling Guidance on Learners' Motivational and Cognitive Achievement in a Structured Field Trip

Published:2014-10-07 Issue:6 Volume:98 Page:1033-1053
ISSN:0036-8326
Container-title:Science Education
language:en
Short-container-title:Sci. Ed.

Author:

BASTEN MELANIE¹,MEYER-AHRENS INGA²,FRIES STEFAN³,WILDE MATTHIAS¹

Affiliation:

1. Didactics of Biology, Faculty of Biology; University of Education/PH Heidelberg; 33615 Bielefeld Germany

2. Department of Biology; University of Education/PH Heidelberg; 69120 Heidelberg Germany

3. Faculty of Psychology; University of Bielefeld; 33615 Bielefeld Germany

Publisher

Wiley

Subject

History and Philosophy of Science,Education

Reference72 articles.

1. Designs for learning: Studying science museums exhibits that do more than entertain;Allen;Science Education,2004

2. The Social Psychology of Creativity

3. Directly controlling teacher behaviors as predictors of poor motivation and engagement in girls and boys: The role of anger and anxiety;Assor;Learning and Instruction,2005

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3. Experimenting at an outreach science lab versus at school—Differences in students' basic need satisfaction, intrinsic motivation, and flow experience;Journal of Research in Science Teaching;2023-03-17

4. Inquiry-based science education: Between teacher guidance and student autonomy in learning physics;IWOSP 2021, INTERNATIONAL WORKSHOP ON STATISTICAL PHYSICS;2023

5. Relationships among perception of teacher autonomy support, achievement motivations, intellectual risk-taking, and science academic performance: a serial mediation model;International Journal of Science Education;2022-12-01

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