Learning enjoyment in early adolescence

Hascher, Tina; Hagenauer, Gerda (2010). Learning enjoyment in early adolescence. Educational Research and Evaluation, 16(6), pp. 495-516. Taylor & Francis 10.1080/13803611.2010.550499

[img] Text
Learning Enjoyment in Early Adolescence_Hascher_Hagenauer_2010.pdf - Published Version
Restricted to registered users only
Available under License Publisher holds Copyright.

Download (822kB) | Request a copy

There is empirical evidence showing that positive emotional and motivational factors in formal learning contexts decrease at the stage of young adolescence. According to Stage-Environment-Fit Theory and Self-Determination Theory, this change should be explained by a non-fulfilment of students' needs. By combining two different methods (questionnaires and day-to-day diaries) and applying a longitudinal design, this study aimed to explore the change in and the determinants of habitual and actual learning enjoyment. The sample consisted of 356 students. Quantitative results indicated that learning enjoyment and classroom practices decreased between Grades 6 and 7. Path analyses revealed that classroom practices are the source of students' learning enjoyment, while self-efficacy functions as a partial mediator. Data from students' diaries showed that a teacher's neglect of students' needs for competence and relatedness were significant sources of impeded learning enjoyment. Practical implications suggest the relevance of adjusting learning conditions to the needs of young adolescents in order to provide a facilitating basis for learning enjoyment.

Item Type:

Journal Article (Original Article)

Division/Institute:

07 Faculty of Human Sciences > Institute of Education > School and Teaching Research

UniBE Contributor:

Hascher, Tina

Subjects:

300 Social sciences, sociology & anthropology > 370 Education

ISSN:

1380-3611, 1744-4187

Publisher:

Taylor & Francis

Language:

English

Submitter:

Noemi Martina Casola

Date Deposited:

10 Oct 2014 14:48

Last Modified:

11 Sep 2017 16:55

Publisher DOI:

10.1080/13803611.2010.550499

BORIS DOI:

10.7892/boris.52325

URI:

https://boris.unibe.ch/id/eprint/52325

Actions (login required)

Edit item Edit item
Provide Feedback