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.

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H.G. Schmidt (Henk)
Erasmus University Rotterdam
The research presented in this dissertation was carried out at Erasmus University Rotterdam in the context of the research school Interuniversity Center for Educational Sciences.
Erasmus School of Social and Behavioural Sciences

Wijnia, L. (2014, November 14). Motivation and Achievement in Problem-Based Learning: The Role of Interest, Tutors, and Self-Directed Study. Retrieved from http://hdl.handle.net/1765/77158