Examining Self-Determination in a Service Learning Course

被引:14
作者
Levesque-Bristol, Chantal [1 ]
Stanek, Layla R. [1 ]
机构
[1] Missouri State Univ, Dept Psychol, Springfield, MO 65897 USA
关键词
EXTRINSIC MOTIVATION; INTRINSIC MOTIVATION; SCHOOL; INTERNALIZATION; STUDENTS; BEHAVIOR; AUTONOMY;
D O I
10.1080/00986280903175707
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
This article examines students' perceptions of the learning environment in a service learning research course and increases in student motivation and skill development. According to self-determination theory (Deci & Ryan, 1985), positive learning environments increase levels of student motivation and learning outcomes. Survey responses revealed that students perceived the learning environment as positive and that their level of motivation, including intrinsic motivation, increased over the semester. Students also self-reported significant gains in knowledge and skills. Service learning appears to be an autonomy-supportive teaching tool that can enhance classroom environment and student engagement.
引用
收藏
页码:262 / 266
页数:5
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