The effects of autonomy-supportive and controlling teaching behaviour in biology lessons with primary and secondary experiences on students’ intrinsic motivation and flow-experience

Hofferber N, Basten M, Großmann N, Wilde M (2016)
International Journal of Science Education 38(13): 2114-2132.

Download
Es wurde kein Volltext hochgeladen. Nur Publikationsnachweis!
Zeitschriftenaufsatz | Veröffentlicht | Englisch
Erscheinungsjahr
Zeitschriftentitel
International Journal of Science Education
Band
38
Zeitschriftennummer
13
Seite
2114-2132
PUB-ID

Zitieren

Hofferber N, Basten M, Großmann N, Wilde M. The effects of autonomy-supportive and controlling teaching behaviour in biology lessons with primary and secondary experiences on students’ intrinsic motivation and flow-experience. International Journal of Science Education. 2016;38(13):2114-2132.
Hofferber, N., Basten, M., Großmann, N., & Wilde, M. (2016). The effects of autonomy-supportive and controlling teaching behaviour in biology lessons with primary and secondary experiences on students’ intrinsic motivation and flow-experience. International Journal of Science Education, 38(13), 2114-2132. doi:10.1080/09500693.2016.1229074
Hofferber, N., Basten, M., Großmann, N., and Wilde, M. (2016). The effects of autonomy-supportive and controlling teaching behaviour in biology lessons with primary and secondary experiences on students’ intrinsic motivation and flow-experience. International Journal of Science Education 38, 2114-2132.
Hofferber, N., et al., 2016. The effects of autonomy-supportive and controlling teaching behaviour in biology lessons with primary and secondary experiences on students’ intrinsic motivation and flow-experience. International Journal of Science Education, 38(13), p 2114-2132.
N. Hofferber, et al., “The effects of autonomy-supportive and controlling teaching behaviour in biology lessons with primary and secondary experiences on students’ intrinsic motivation and flow-experience”, International Journal of Science Education, vol. 38, 2016, pp. 2114-2132.
Hofferber, N., Basten, M., Großmann, N., Wilde, M.: The effects of autonomy-supportive and controlling teaching behaviour in biology lessons with primary and secondary experiences on students’ intrinsic motivation and flow-experience. International Journal of Science Education. 38, 2114-2132 (2016).
Hofferber, Natalia, Basten, Melanie, Großmann, Nadine, and Wilde, Matthias. “The effects of autonomy-supportive and controlling teaching behaviour in biology lessons with primary and secondary experiences on students’ intrinsic motivation and flow-experience”. International Journal of Science Education 38.13 (2016): 2114-2132.