Influence of Autonomy, Scaffolding, and Audience on Engagement

• In Event: KSET - Advances in Instructional Design

Short Description

This study examined the influence of autonomous motivation and scaffolding in engagement and performance in student-centered science inquiry, using the framework of Student-Centered Learning Environments and Self-Determination Theory. Findings include students’ effort, perceived competence and value, as well as having authentic audiences have a significant influence in engagement and performance. Scaffolding was proved essential in guiding independent inquiry of processes of science and writing stories for the general public. Implications for supporting autonomous motivation and scaffolding in constructionist learning environments are discussed.

Author

• Eunbae Lee, University of Georgia