Student-centred and teacher-centered learning environment in pre-vocational secondary education: Psychological needs, and motivation

Karin Smit*, Cornelis De Brabander, Rob Martens

*Corresponding author for this work

    Research output: Contribution to journalArticleAcademicpeer-review

    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.
    Original languageEnglish
    Pages (from-to)695-712
    Number of pages18
    JournalScandinavian Journal of Educational Research
    Volume58
    Issue number6
    Early online date24 Aug 2013
    DOIs
    Publication statusPublished - 2014

    Keywords

    • Student-centered learning, motivation
    • motivation
    • learning environment
    • psychological needs

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