ABSTRACT

As biology education is obliged to enable students to acquire scientific literacy, long-lasting and sustainable learning is required. According to self-determination theory, such learning is based on self-determined motivation. Therefore, motivating students is a key issue of biology teaching. The present study investigated whether students’ quality of motivation depends on the extent to which their basic needs are satisfied. Initial studies confirmed a positive impact on biology learning in terms of perceived autonomy, competence, and relatedness. However, these studies (1) do not consider all three basic needs, (2) nor do they distinguish between all motivational regulation styles separately. A more fine-grained investigation is required. Thus, a cross-sectional study with 738 students was conducted. Structural analyses showed differing effects of the students’ perceived autonomy, competence, and relatedness on their motivational regulation. The perception of autonomy and competence were important predictors of intrinsic and identified regulation. However, while intrinsic regulation required mainly the perception of autonomy, identified regulation depended mainly on competence. Perceived relatedness had no predictive power. When it came to controlled regulations, only the perceived relatedness was a negative predictor of students’ introjected regulation. Regarding external regulation, neither perceived autonomy and competence nor relatedness were negative predictors.

摘要

由于必须进行生物学教育以使学生获得科学素养，因此需要持久且可持续的学习。根据自决理论，这种学习是基于自决动机的。因此，激励学生是生物学教学的关键问题。本研究调查了学生的动机质量是否取决于其基本需求得到满足的程度。初步研究证实，在感知自主性，能力和相关性方面，对生物学学习具有积极影响。但是，这些研究（1）没有考虑所有三个基本需求，（2）也没有分别区分所有动机调节方式。需要进行更细粒度的调查。因此，进行了738名学生的横断面研究。结构分析表明，学生的自主性，能力和相关性对他们的动机调节的影响不同。自主性和能力的感知是内在和确定的监管的重要预测指标。但是，虽然内在调节主要需要对自主性的理解，但确定的调节主要取决于能力。感知的关联性没有预测力。当涉及到受控法规时，只有感知到的相关性是学生引入法规的否定指标。关于外部监管，自觉的自主性，能力和相关性都不是负面的预测因素。自主性和能力的感知是内在和确定的监管的重要预测指标。但是，虽然内在调节主要需要对自主性的理解，但确定的调节主要取决于能力。感知的关联性没有预测力。当涉及到受控法规时，只有感知到的相关性是学生引入法规的否定指标。关于外部监管，自觉的自主性，能力和相关性都不是负面的预测因素。自主性和能力的感知是内在和确定的监管的重要预测指标。但是，虽然内在调节主要需要对自主性的理解，但确定的调节主要取决于能力。感知的关联性没有预测力。当涉及到受控法规时，只有感知到的相关性是学生引入法规的否定指标。关于外部监管，自觉的自主性，能力和相关性都不是负面的预测因素。只有知觉的相关性对学生的内插调节产生负面影响。关于外部监管，自觉的自主性，能力和相关性都不是负面的预测因素。只有知觉的相关性对学生的内插调节产生负面影响。关于外部监管，自觉的自主性，能力和相关性都不是负面的预测因素。