What Motivates Students Toward an Experimental Experience
The role of the laboratory as a mediating influence on a student’s perception of science has been widely studied, however there has been little focus on the impact of motivation toward laboratory learning, and how students may perceive each experimental experience differently. One such lens is Self-...
| Main Authors: | , , , |
|---|---|
| Other Authors: | |
| Format: | Conference Paper |
| Published: |
UniServe Science - University of Sydney
2013
|
| Online Access: | http://ojs-prod.library.usyd.edu.au/index.php/IISME/article/view/7041 http://hdl.handle.net/20.500.11937/39138 |
| _version_ | 1848755509758263296 |
|---|---|
| author | Goor, A. Southam, Daniel Liu, Y. Lewis, J. |
| author2 | Manjula Sharma |
| author_facet | Manjula Sharma Goor, A. Southam, Daniel Liu, Y. Lewis, J. |
| author_sort | Goor, A. |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | The role of the laboratory as a mediating influence on a student’s perception of science has been widely studied, however there has been little focus on the impact of motivation toward laboratory learning, and how students may perceive each experimental experience differently. One such lens is Self-Determination Theory (SDT), which is a framework of interconnected theories of motivation. One component of SDT is the Basic Needs Theory, which suggests that motivation is fuelled by the fulfillment of three basic psychological needs – competence, autonomy, and relatedness. Students in their first year of study during an introductory chemistry course at a large Australian university were surveyed after the completion of two different experiments. Relationships between responses to the ASELL Student Learning Experience (ASLE) survey and students’ perceptions of autonomy support, relatedness, and competence were analysed and assessed. The relationships between these constructs were found to depend partially on the type of experiment and its operationalization as a learning experience. From these findings we are able to unpack, in more detail, findings from ASLE and shed light on the question: what motivates students toward an experimental experience? |
| first_indexed | 2025-11-14T08:57:26Z |
| format | Conference Paper |
| id | curtin-20.500.11937-39138 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T08:57:26Z |
| publishDate | 2013 |
| publisher | UniServe Science - University of Sydney |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-391382023-02-13T08:01:34Z What Motivates Students Toward an Experimental Experience Goor, A. Southam, Daniel Liu, Y. Lewis, J. Manjula Sharma Alexandra Yeung The role of the laboratory as a mediating influence on a student’s perception of science has been widely studied, however there has been little focus on the impact of motivation toward laboratory learning, and how students may perceive each experimental experience differently. One such lens is Self-Determination Theory (SDT), which is a framework of interconnected theories of motivation. One component of SDT is the Basic Needs Theory, which suggests that motivation is fuelled by the fulfillment of three basic psychological needs – competence, autonomy, and relatedness. Students in their first year of study during an introductory chemistry course at a large Australian university were surveyed after the completion of two different experiments. Relationships between responses to the ASELL Student Learning Experience (ASLE) survey and students’ perceptions of autonomy support, relatedness, and competence were analysed and assessed. The relationships between these constructs were found to depend partially on the type of experiment and its operationalization as a learning experience. From these findings we are able to unpack, in more detail, findings from ASLE and shed light on the question: what motivates students toward an experimental experience? 2013 Conference Paper http://hdl.handle.net/20.500.11937/39138 http://ojs-prod.library.usyd.edu.au/index.php/IISME/article/view/7041 UniServe Science - University of Sydney restricted |
| spellingShingle | Goor, A. Southam, Daniel Liu, Y. Lewis, J. What Motivates Students Toward an Experimental Experience |
| title | What Motivates Students Toward an Experimental Experience |
| title_full | What Motivates Students Toward an Experimental Experience |
| title_fullStr | What Motivates Students Toward an Experimental Experience |
| title_full_unstemmed | What Motivates Students Toward an Experimental Experience |
| title_short | What Motivates Students Toward an Experimental Experience |
| title_sort | what motivates students toward an experimental experience |
| url | http://ojs-prod.library.usyd.edu.au/index.php/IISME/article/view/7041 http://hdl.handle.net/20.500.11937/39138 |