Dettweiler Ulrich, Lauterbach Gabriele, Becker Christoph, Simon Perikles
Facutly of Arts and Education, University of Stavanger, Stavanger, Norway.
Department of Sport and Health Sciences, Technical University of Munich, Munich, Germany.
Front Psychol. 2017 Dec 19;8:2235. doi: 10.3389/fpsyg.2017.02235. eCollection 2017.
Research has shown that outdoor educational interventions can lead to students' increased self-regulated motivational behavior. In this study, we searched into the satisfaction of basic psychological needs (BPN), i.e., autonomy support, the learners' experience of competence, and relatedness, both within the peer group and with their teachers, through outdoor learning. From 2014 to 2016, = 281 students attended "research weeks" at a Student Science Lab in the Alpine National Park Berchtesgaden (Germany). The program is a curriculum-based one-week residential course, centered on a 2-day research expedition. Both before and after the course, students completed a composite questionnaire addressing BPN-satisfaction and overall motivational behavior in relation to the Self-Determination Index (SDI). At the latter time-point, students also reported on their experiences during the intervention. Questionnaire data was analyzed using a set of Bayesian General Linear Models with random effects. Those quantitative measures have been complemented by and contextualized with a set of qualitative survey methods. The results showed that the basic psychological needs influence the motivational behavior in both contexts equally, however on different scale levels. The basic needs satisfaction in the outdoor context is decisively higher than indoors. Moreover, the increment of competence-experience from the school context to the hands-on outdoor program appears to have the biggest impact to students' increased intrinsic motivation during the intervention. Increased autonomy support, student-teacher relations, and student-student relations have much less or no influence on the overall difference of motivational behavior. Gender does not influence the results. The contextualization partly supports those results and provide further explanation for the students' increased self-regulation in the outdoors. They add some explanatory thrust to the argument that outdoor teaching, be it during a residential week, or during occasional but regular sessions as integral part of the "normal" teaching, fosters intrinsic motivational behavior in science with lower secondary students.
研究表明，户外教育干预可以促使学生增强自我调节的动机行为。在本研究中，我们通过户外学习探究了基本心理需求（BPN）的满足情况，即自主支持、学习者的能力体验以及在同伴群体内部和与教师之间的关联性。2014年至2016年期间，281名学生参加了位于德国贝希特斯加登阿尔卑斯国家公园的学生科学实验室举办的“研究周”活动。该项目是一个基于课程的为期一周的住宿课程，以为期两天的研究考察为中心。在课程前后，学生们都完成了一份综合问卷，该问卷涉及与自我决定指数（SDI）相关的基本心理需求满意度和总体动机行为。在课程结束后的那个时间点，学生们还汇报了他们在干预过程中的经历。问卷数据使用一组具有随机效应的贝叶斯广义线性模型进行了分析。这些定量测量方法得到了一组定性调查方法的补充并置于情境中。结果表明，基本心理需求在两种情境下对动机行为的影响相同，但程度不同。户外情境下的基本需求满意度明显高于室内。此外，从学校情境到实践户外项目的能力体验提升似乎对干预期间学生内在动机的增强影响最大。自主支持、师生关系和生生关系的增强对动机行为的总体差异影响较小或没有影响。性别不影响研究结果。情境化部分支持了这些结果，并为学生在户外增强自我调节提供了进一步的解释。它们为这样一种观点增加了一些解释力，即户外教学，无论是在住宿周期间，还是作为“正常”教学的一部分偶尔但定期进行的课程，都能培养初中学生在科学方面的内在动机行为。
