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.
Zeitschriftenaufsatz
| Veröffentlicht | Englisch
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Autor*in
Erscheinungsjahr
2016
Zeitschriftentitel
International Journal of Science Education
Band
38
Ausgabe
13
Seite(n)
2114-2132
ISSN
0950-0693, 1464-5289
Page URI
https://pub.uni-bielefeld.de/record/2905669
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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. https://doi.org/10.1080/09500693.2016.1229074
Hofferber, Natalia, Basten, Melanie, Großmann, Nadine, and Wilde, Matthias. 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.
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.
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