Learning labs in a secondary school in the Netherlands: Effects of teachers' autonomy support on student learning motivation and achievement
Journal article, Peer reviewed
Published version
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https://hdl.handle.net/11250/3081956Utgivelsesdato
2022Metadata
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Originalversjon
Educational studies (Dorchester-on-Thames). 2022, online first . 10.1080/03055698.2021.2023473Sammendrag
Autonomy-supportive activities are understood to promote stu-
dents’ autonomous forms of learning motivation, educational out-
comes and well-being. In the current study, two learning labs in one
Dutch secondary school have been studied. In these learning labs -
each lasting one entire school year- students’ autonomy during
their learning process have been supported by organisational, pro-
cedural and cognitive autonomy support activities. Effects on stu-
dents’ learning motivation and their achievement have been
examined. In one learning lab, indicated as the one with the most
autonomy-supportive classroom climate, students show relatively
high scores on intrinsic motivation for learning and high achieve-
ments. In the other learning lab, no effects have been found on
students’ learning motivation and achievement. The extent to
which student were allowed to set the task sequence is found to
be an autonomy-supportive activity that positively affected both
learning motivational and achievement most. Implications for prac-
tice and research are discussed.