Teacher and student intrinsic motivation in project-based learning

Shui Fong LAM, Wing Yi Rebecca CHENG, Y. K. William MA

Research output: Contribution to journalArticle

29 Citations (Scopus)

Abstract

In this study we examined the relationship between teacher and student intrinsic motivation in project-based learning. The participants were 126 Hong Kong secondary school teachers and their 631 students who completed evaluation questionnaires after a semester-long project-based learning program. Both teachers and students were asked to indicate their motivation in the program, and students were also asked to report the instructional support they received from their teachers. The results of hierarchical linear modeling analyses showed that teacher intrinsic motivation predicted student intrinsic motivation directly as well as indirectly through the mediation of instructional support. When teachers reported higher intrinsic motivation in the program, their students tended to perceive receiving more support from them and to report higher intrinsic motivation in the learning experience. Copyright © 2008 Springer Science+Business Media B.V. .
Original languageEnglish
Pages (from-to)565-578
JournalInstructional Science
Volume37
Issue number6
DOIs
Publication statusPublished - Nov 2009

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intrinsic motivation
Motivation
Learning
Students
teacher
learning
student
secondary school teacher
Hong Kong
mediation
semester
questionnaire
science
evaluation
experience

Citation

Lam, S.-F., Cheng, R. W.-Y., & Ma, W. Y. K. (2009). Teacher and student intrinsic motivation in project-based learning. Instructional Science, 37(6), 565-578.

Keywords

  • Institutional support
  • Intrinsic motivation
  • Project-based learning