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Please use this identifier to cite or link to this item: http://hdl.handle.net/1820/8863
Title: Student-centered and teacher-centered learning environment in pre-vocational secondary education: Needs and motivation
Authors: Smit, Karin
De Brabander, Cornelis
Martens, Rob
Keywords: Student-centered learning, motivation
Issue Date: 2014
Citation: Smit, K., De Brabander, C., & Martens, R. (2014). Student-centered and teacher-centered learning environment in pre-vocational secondary education: Needs and motivation. Scandinavian Journal of Educational Research, 58(6), 695-712. DOI: 10.1080/00313831.2013.821090.
Abstract: In this study the perception of psychological needs and motivation in a student-centred and a teacher-centred learning environment are compared, using Self Determination Theory as a framework. The self-report Intrinsic Motivation Inventory was completed by 230 students (mean age 16.1 years) in pre-vocational secondary education. School records on absenteeism and achievement were also analysed. As predicted, multi-level analyses showed that students in the student-centred learning environment reported higher levels of perceived autonomy, competence, relatedness and motivation, measured by pleasure and effort. Furthermore, boys were less absent. Achievement shows no differences. These results suggest that a student-centred form of learning can be more beneficial for students’ motivation if granted autonomy is embedded in a supportive environment.
URI: http://hdl.handle.net/1820/8863
Appears in Collections:1. T2 Publications, books and conference papers

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