Learning Labs in a Secondary School in the Netherlands: Effects of Teachers' Autonomy Support on Student Learning Motivation and Achievement

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  • Author(s): Wilfried Admiraal (ORCID Wilfried Admiraal (ORCID 0000-0002-1627-3420); Lysanne Post (ORCID Lysanne Post (ORCID 0000-0001-7350-2122); Liesbeth Kester (ORCID Liesbeth Kester (ORCID 0000-0003-0482-0391); Monika Louws (ORCID Monika Louws (ORCID 0000-0003-2032-3280); Ditte Lockhorst (ORCID Ditte Lockhorst (ORCID 0000-0002-6942-6005)
  • Language:
    English
  • Source:
    Educational Studies. 2024 50(5):939-956.
  • Publication Date:
    2024
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
    • Peer Reviewed:
      Y
    • Source:
      18
    • Education Level:
      Secondary Education
    • Subject Terms:
      Learning Laboratories; Secondary School Students; Foreign Countries; Personal Autonomy; Student Motivation; Academic Achievement; Classroom Environment; Learning Activities; Program Effectiveness; Intervention; Teacher Role; Intellectual Disciplines; Elective Courses; Compulsory Education
    • Subject Terms:
      Netherlands
    • Accession Number:
      10.1080/03055698.2021.2023473
    • ISSN:
      0305-5698
      1465-3400
    • Abstract:
      Autonomy-supportive activities are understood to promote students' autonomous forms of learning motivation, educational outcomes and well-being. In the current study, two learning labs in one Dutch secondary school have been studied. In these learning labs--each lasting one entire school year--students' autonomy during their learning process have been supported by organisational, procedural and cognitive autonomy support activities. Effects on students' learning motivation and their achievement have been examined. In one learning lab, indicated as the one with the most autonomy-supportive classroom climate, students show relatively high scores on intrinsic motivation for learning and high achievements. In the other learning lab, no effects have been found on students' learning motivation and achievement. The extent to which student were allowed to set the task sequence is found to be an autonomy-supportive activity that positively affected both learning motivational and achievement most. Implications for practice and research are discussed.
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      EJ1437598