The Effects of Autonomy-supportive vs. Controlling Guidance on Learners' Motivational and Cognitive Achievement in a Structured Field Trip.

Basten M, Meyer-Ahrens I, Fries S, Wilde M (2014)
Science Education 98(6): 1033-1053.

Journal Article | Published | English

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Abstract
Field trips can provide unique opportunities for authentic, meaningful, and self-determined learning. Capitalizing on these opportunities requires that field trips be structured. A common way to do this is through the use of educational materials such as worksheets. The extent to which the guide's or teacher's autonomy-supportive or controlling motivating style influences learning structured by worksheets has not yet been investigated. We conducted two studies focusing on this specific issue. We hypothesized that autonomy-support is beneficial to intrinsic motivation and cognitive achievement. The setting for our research involved a field trip to the local zoo. The participants were 100 fifth graders (medium achievers) for Study 1 and 106 fifth and sixth graders (high achievers) for Study 2. The classes were divided into two groups for each study. While completing worksheets, some classes were given autonomy-supportive guidance and the others controlling guidance. We assessed the pupils' intrinsic motivation and knowledge using a pre-, post-, follow-up test design. Our research found that autonomy-support appears to be beneficial to motivation and does not seem to impair cognitive achievement. The beneficial effect of autonomy-support was found to be higher for the high-achieving pupils than for the medium achievers.
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Basten M, Meyer-Ahrens I, Fries S, Wilde M. The Effects of Autonomy-supportive vs. Controlling Guidance on Learners' Motivational and Cognitive Achievement in a Structured Field Trip. Science Education. 2014;98(6):1033-1053.
Basten, M., Meyer-Ahrens, I., Fries, S., & Wilde, M. (2014). The Effects of Autonomy-supportive vs. Controlling Guidance on Learners' Motivational and Cognitive Achievement in a Structured Field Trip. Science Education, 98(6), 1033-1053.
Basten, M., Meyer-Ahrens, I., Fries, S., and Wilde, M. (2014). The Effects of Autonomy-supportive vs. Controlling Guidance on Learners' Motivational and Cognitive Achievement in a Structured Field Trip. Science Education 98, 1033-1053.
Basten, M., et al., 2014. The Effects of Autonomy-supportive vs. Controlling Guidance on Learners' Motivational and Cognitive Achievement in a Structured Field Trip. Science Education, 98(6), p 1033-1053.
M. Basten, et al., “The Effects of Autonomy-supportive vs. Controlling Guidance on Learners' Motivational and Cognitive Achievement in a Structured Field Trip.”, Science Education, vol. 98, 2014, pp. 1033-1053.
Basten, M., Meyer-Ahrens, I., Fries, S., Wilde, M.: The Effects of Autonomy-supportive vs. Controlling Guidance on Learners' Motivational and Cognitive Achievement in a Structured Field Trip. Science Education. 98, 1033-1053 (2014).
Basten, Melanie, Meyer-Ahrens, Inga, Fries, Stefan, and Wilde, Matthias. “The Effects of Autonomy-supportive vs. Controlling Guidance on Learners' Motivational and Cognitive Achievement in a Structured Field Trip.”. Science Education 98.6 (2014): 1033-1053.
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