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 (In Press)
International Journal of Science Education 38(13): 2114-2132.

Journal Article | In Press | English

No fulltext has been uploaded

Publishing Year
PUB-ID

Cite this

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. In Press;38(13):2114-2132.
Hofferber, N., Basten, M., Großmann, N., & Wilde, M. (In Press). 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.
Hofferber, N., Basten, M., Großmann, N., and Wilde, M. (In Press). 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., In Press. 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, In Press, 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 (In Press).
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 (In Press): 2114-2132.
This data publication is cited in the following publications:
This publication cites the following data publications:

Export

0 Marked Publications

Open Data PUB

Web of Science

View record in Web of Science®

Search this title in

Google Scholar