The (non-)benefit of choosing: If you get what you want it is not important that you chose it

Wilde, Matthias; Basten, Melanie; Großmann, Nadine; Haunhorst, Darius; Desch, Inga; Strueber, Matthias; Randler, Christoph

doi:10.1007/s11031-018-9675-5

Cited by 6 publications

(9 citation statements)

References 45 publications

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“…Similarly, studies with Belgian (Van Petegem et al 2012) and Chinese (Chen et al 2013) adolescents have shown that experiencing a sense of volition during either independent decision-making or reliance on parents for advice and guidance was related to higher well-being. Across these studies, the experience of volition appears to be a more decisive factor in predicting adolescent adjustment than independent decision making as such (see also Wilde et al 2018).…”

Section: A Retrospective Lookmentioning

confidence: 97%

Basic psychological need theory: Advancements, critical themes, and future directions

2020

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The study of basic psychological needs has witnessed a strong revival, in part spurred by Basic Psychological Need Theory (BPNT), one of the six mini-theories within Self-Determination Theory. Empirical studies on BPNT have increased exponentially since the millennium turn, leading to refinements and extensions in theory. In this contribution we review these two decades of research in order to introduce two special issues on BPNT. We first discuss key criteria that define and identify a basic need within BPNT. We then review several need-relevant themes, highlighting advancements and trends that characterize contemporary research on BPNT. Specifically, we address potential extensions of the shortlist of basic psychological needs, the role of psychological need frustration in increasing vulnerability to maladjustment, the study of the interface between individuals' psychological and physical needs (e.g., sleep, sex, hunger), novel insights into critical need-supportive and need-thwarting practices, and the universality (versus variability) of effects of need satisfactions and supports across demographics, psychological characteristics, and cultural contexts. We also situate each of the 19 contributions that appear in this special double-issue on BPNT within these themes, while suggesting avenues for further research on the role of basic psychological needs in motivation, adjustment, and wellness.

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Section: A Retrospective Lookmentioning

confidence: 97%

Basic psychological need theory: Advancements, critical themes, and future directions

2020

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“…We measured disgust towards dissection using a 9-item scale for disgust regarding dissections (“I am disgusted by dissecting animal organs.”). The scale was based on a scale for animal disgust (see Wilde et al, 2018 ) and was adapted and complemented to dissections (see Kaiser et al, in press ). The questionnaire included items on disgust perception in direct terms and on sensory perception towards dissection such as tactile, visual, and olfactory stimuli that can trigger disgust ( Miller, 1997 ; Petrowski et al, 2010 ; Liuzza, 2021 ).…”

Section: Methodsmentioning

confidence: 99%

Dissection in biology education compared to alternative methods in terms of their influence on students’ emotional experience

et al. 2023

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IntroductionDissecting animal organs is a method of biology teaching that offers a direct and authentic view into morphological structures and enables hands-on activity and multisensory experiences. However, the dissection process is often associated with certain (negative) emotions that might hinder successful learning. One such emotion that is particularly common during dissection is disgust. Experiencing disgust can negatively affect emotional experiences. Consequently, alternatives for dissection in biology lessons are being sought.MethodsIn this study, the method of dissection is compared with two common methods of teaching the anatomy of the mammalian eye: watching a video and working with an anatomical model. The focus of the comparison is on the influence on the following emotional qualities of experience: perceived disgust, perceived interest, well-being and boredom. Two hundred and eighteen students (Mage = 14.19, SDage = 1.02 years, 52% female) from secondary schools in Germany participated in a two-hour lesson on the anatomy of the mammalian eye using one of the three aforementioned teaching methods.FindingsOur results show that perceived disgust was higher for the dissection group than in the ones that worked with a video or a model. We found that dissecting and watching a video led to a similar level of interest, well-being, and boredom. The anatomical model was perceived as less disgusting but more boring than the dissection. The detailed videos of a dissection seem to offer similar positive emotional experiences when compared to dissecting in class and may be an alternative approach when teachers have concerns about performing a real dissection.

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“…Experimentelle Studien eignen sich insbesondere zur Prüfung von Kausalhypothesen, wie sie im Rahmen der dritten Forschungsfrage formuliert wurden (Döring & Bortz, 2016;Hussy et al, 2013). Angelehnt an die Untersuchung von Wilde et al (2018) wurden drei Treatmentgruppen in die Studie integriert, die hinsichtlich der Passung der Kontextaufgabe und der selbstständigen Wahl manipuliert wurden:…”

Section: Teilstudie IIunclassified

“…Aus lehr-lernpsychologischer Perspektive führt die Bereitstellung von Wahloptionen zur Befriedigung des psychologischen Grundbedürfnisses nach Autonomie, welches sich gemäß der Selbstbestimmungstheorie positiv auf die intrinsische Motivation und die Leistung der Lernenden auswirkt (Ryan & Deci, 2020). Zugleich betonen Forschungsarbeiten aber auch die Bedeutsamkeit der Passung zwischen individuellen Merkmalen der Lernenden und den spezifischen Merkmalen der Aufgaben (Wilde et al, 2018). Für das Fach Chemie ist bislang unklar, wie Lernmaterialien und die konkrete Lehr-Lernsituation im Unterricht gestaltet werden können, um affektiv-motivationale Lernvoraussetzungen im Sinne eines interessenbasierten Differenzierungsansatzes aufzugreifen.…”

Section: Introductionunclassified

“…Unerheblich ist allerdings, ob sie diesen Kontext aktiv wählen konnten oder nicht. Ähnliche Effekte wurden u. a. vonWilde et al (2018) sowieFlowerday und Shell (2015) identifiziert, sodass sich die hier berichteten Ergebnisse nahtlos in den bestehenden Forschungsstand einfügen. Auch die Höhen der Effektstärken sind im Vergleich zu bisherigen Ergebnissen erwartungskonform (z.…”

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Interessenbasierte Differenzierung mithilfe systematisch variierter Kontextaufgaben im Fach Chemie

Güth

2023

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The (non-)benefit of choosing: If you get what you want it is not important that you chose it

Cited by 6 publications

References 45 publications

Basic psychological need theory: Advancements, critical themes, and future directions

Basic psychological need theory: Advancements, critical themes, and future directions

Dissection in biology education compared to alternative methods in terms of their influence on students’ emotional experience

Interessenbasierte Differenzierung mithilfe systematisch variierter Kontextaufgaben im Fach Chemie

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