This study examines the effects of two learning environments (i.e., problem-based learning [PBL] versus lecture-based [LB] environments) on undergraduates' study motivation. Survey results demonstrated that PBL students scored higher on competence but did not differ from LB students on autonomous motivation. Analyses of focus groups further indicated that active learning aspects, such as collaboration are perceived as motivating. However, controlling elements (i.e., mandatory presence) and uncertainty (i.e., in selecting the correct and sufficient literature) were described as detrimental for students' motivation. In conclusion, PBL does not always seem to lead to higher intrinsic motivation. It is therefore crucial to build in the right amount of structure in learning environments and balance controlling elements versus autonomy, even in learning environments that are intended to be motivating for students. (C) 2010 Elsevier Inc. All rights reserved.

Additional Metadata
Keywords ACHIEVEMENT, Autonomy support, CONSTRUCTIVIST, ENGAGEMENT, INTRINSIC MOTIVATION, Learning, Motivation, PERSPECTIVE, PSYCHOLOGY, EDUCATIONAL, Problem solving, Problem-based learning, QUALITATIVE RESEARCH, SCHOOL, SELF-DETERMINATION THEORY, STRATEGIES, Self-determination, Student-centered
Persistent URL dx.doi.org/10.1016/j.cedpsych.2010.11.003, hdl.handle.net/1765/26004
Citation
Wijnia, L., Loyens, S.M.M., & Derous, E.. (2011). Investigating effects of problem-based versus lecture-based learning environments on student motivation. Contemporary Educational Psychology, 36(2), 101–113. doi:10.1016/j.cedpsych.2010.11.003