The effects of autonomy-supportive and controlling teaching behaviour in biology lessons with primary and secondary experiences on students’ intrinsic motivation and flow-experience

Hofferber, Natalia; Basten, Melanie; Großmann, Nadine; Wilde, Matthias

doi:10.1080/09500693.2016.1229074

Cited by 47 publications

(25 citation statements)

References 39 publications

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“…This study aims to broaden the existing understanding of autonomy frustration and to assess its potential spillover effect. Given that previous studies have consistently suggested autonomy frustration to be associated with amotivation, disengagement, and undermined autonomous motivation in a given task (Hofferber et al, 2016;Earl et al, 2017), we further propose that prior autonomy frustration may cause one's autonomous motivation to recede in a following irrelevant activity. Our proposition can find indirect support from several sources of literatures.…”

Section: Introductionmentioning

confidence: 76%

The Spillover Effect of Autonomy Frustration on Human Motivation and Its Electrophysiological Representation

Fang

Wan

Zheng

et al. 2020

Front. Hum. Neurosci.

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Section: Introductionmentioning

confidence: 76%

The Spillover Effect of Autonomy Frustration on Human Motivation and Its Electrophysiological Representation

Fang

Wan

Zheng

et al. 2020

Front. Hum. Neurosci.

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“…Findings of our study complement and extend existing findings on intrinsic motivation. Most of previous studies examined either characteristics of the activity itself or the context of the activity on one’s intrinsic motivation ( Dysvik and Kuvaas, 2011 ; Abuhamdeh et al, 2014 ; Baranes et al, 2014 ; Hofferber et al, 2016 ). This study went a step further as it argued that one’s experience in a preceding activity could also be an important predictor of his/her intrinsic motivation in the current task.…”

Section: Discussionmentioning

confidence: 99%

Being Eager to Prove Oneself: U-Shaped Relationship between Competence Frustration and Intrinsic Motivation in Another Activity

Fang

et al. 2017

Front. Psychol.

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Competence frustration has been consistently found to undermine one’s intrinsic motivation in the same activity. However, the relationship between competence frustration in a preceding activity and one’s intrinsic motivation in a subsequent one remains unclear. In order to explore this relationship, self-reported data were collected from 617 undergraduate students of a large comprehensive university in southern China, who took varied courses immediately before taking a less-demanding one. Results suggested a U-shaped relationship between students’ competence frustration in a preceding course and intrinsic motivation in a subsequent one. To be specific, for students whose competence frustration reached the inflection point, a restoration process would be activated if the current course would help restore their competence. Importantly, these students’ competence frustration in a preceding course was found to positively predict their intrinsic motivation level in a subsequent course. As far as we are concerned, this is the first study to reveal a potential positive effect of need frustration outside of its primary thwarting context, which complements and extends existing literatures on the dynamics between need frustration and intrinsic motivation.

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“…For a student to feel autonomous, it is important that the student feel that their opinions matter and that they have some control over what is being taught (Simon et al., ). Students who are autonomous are more likely to be more intrinsically motivated and experience higher levels of competence, which encourages continued interest and determination (Hofferber, Basten, Großmann, & Wilde, ). Autonomy support has been found to have positive effects on motivation, perceived competence, achievement, and overall well‐being (Deci and Ryan, , ).…”

Section: Literature Reviewmentioning

confidence: 99%

The roles of social influences on student competence, relatedness, achievement, and retention in STEM

2018

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Students' perceptions of competence and relatedness are known to influence learning processes and achievement, and may have particular import for underrepresented science, technology, engineering and mathematics (STEM) learners. Sources of social support that contribute to undergraduate life science learners' perceived competence and relatedness were examined, as were achievement and retention outcomes influenced by these sources of support and selfdetermination theory components. Female, ethnically underrepresented, or first-generation students reported similar levels of perceived competence and relatedness in STEM compared to their majority counterparts at a large, urban university. However, social supports, competence, and relatedness were differentially important for these subgroups as predictors of achievement and intention to leave a science major. For the full sample, competence perceptions predicted greater achievement and lessened intentions to leave a major. Competence perceptions were primarily derived from contact with classmates, especially for underrepresented groups. Feelings of relatedness were specifically important for the retention of women pursuing science degrees. Contacts with STEM peers and classmates were sources of relatedness for majority groups, but classmate contact was not significant for underrepresented groups. Findings highlight the value of promoting competence and relatedness and the differing sources that these subgroups draw on to build the perceived competence and relatedness that can predict achievement and retention.

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The effects of autonomy-supportive and controlling teaching behaviour in biology lessons with primary and secondary experiences on students’ intrinsic motivation and flow-experience

Cited by 47 publications

References 39 publications

The Spillover Effect of Autonomy Frustration on Human Motivation and Its Electrophysiological Representation

The Spillover Effect of Autonomy Frustration on Human Motivation and Its Electrophysiological Representation

Being Eager to Prove Oneself: U-Shaped Relationship between Competence Frustration and Intrinsic Motivation in Another Activity

The roles of social influences on student competence, relatedness, achievement, and retention in STEM

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