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Urheber:
Hauptsachtitel:
Intrinsic Motivation and Engagement as "Active Ingredients" in Garden-Based Education: Examining Models and Measures Derived From Self-Determination Theory.
Zeitschrift/Zeitung:
The Journal of Environmental Education
Z-Jahrgang:
43
Z-Heftnummer/-bez.:
1
Erscheinungsjahr:
Seite (von-bis):
16-36
Kurzinfo:
Abstract: Building on self-determination theory, this study presents a model of intrinsic motivation and engagement as ?active ingredients? in garden-based education. The model was used to create reliable and valid measures of key constructs, and to guide the empirical exploration of motivational processes in garden-based learning. Teacher- and student-reports of garden engagement, administered to 310 middle school students, demonstrated multidimensional structures, good measurement properties, convergent validity, and the expected correlations with self-perceptions in the garden, garden learning, achievement, and engagement in science and school. Exploratory path analyses, calculated using multiple regression, provided initial support for the self-determination model of motivation: students? perceived autonomy, competence, and intrinsic motivation uniquely predicted their engagement in the garden, which in turn, predicted learning in the gardens and achievement in school.
Original-Quelle (URL):
DOI:
10.1080/00958964.2011.596856