What Motivates Students Toward an Experimental Experience
MetadataShow full item record
The role of the laboratory as a mediating influence on a student’s perception of science has been widely studied, however there has been little focus on the impact of motivation toward laboratory learning, and how students may perceive each experimental experience differently. One such lens is Self-Determination Theory (SDT), which is a framework of interconnected theories of motivation. One component of SDT is the Basic Needs Theory, which suggests that motivation is fuelled by the fulfillment of three basic psychological needs – competence, autonomy, and relatedness. Students in their first year of study during an introductory chemistry course at a large Australian university were surveyed after the completion of two different experiments. Relationships between responses to the ASELL Student Learning Experience (ASLE) survey and students’ perceptions of autonomy support, relatedness, and competence were analysed and assessed. The relationships between these constructs were found to depend partially on the type of experiment and its operationalization as a learning experience. From these findings we are able to unpack, in more detail, findings from ASLE and shed light on the question: what motivates students toward an experimental experience?
Showing items related by title, author, creator and subject.
Effective online learning experiences: exploring potential relationships between Voice-over-Internet-Protocol (VoIP) learning environments and adult learners’ motivation, multiple intelligences, and learning stylesScott, Donald E. (2009)This study was a 360 degree exploration of the effectiveness of online learning experiences facilitated via Voice-over-Internet-Protocol (VoIP) by incorporating the insights afforded by students, their lecturers, and the ...
Transferring motivation from educational to extramural contexts: A review of the trans-contextual modelHagger, Martin; Chatzisarantis, N.L.D. (2012)A key question for educators is whether teaching styles, methods, and practices not only foster motivation toward, and persistence with, learning activities in the classroom but also in contexts outside of school (Ciani ...
The influence of multiple representations and attitudes to learning on the first year non-physics majors' conceptual understandingKuo, Yen-Ruey (2012)The study described in this thesis was conducted in a university in Australia with non-Physics majors studying Introductory Physics over three semesters. The main theme in this thesis was to study the relationship between ...