Experiences of autonomy and competence and their reciprocal relationship: The roles of prior performance and open modelling problems in mathematics teaching

Quarder, J.; Schukajlow, S.; Krawitz, J.; Wiehe, K.; & Rakoczy, K.

Zusammenfassung

Self-determination theory emphasizes the importance of autonomy and competence as basic psychological needs for learning. However, little is known about how experiences of autonomy and competence dynamically influence each other during learning and which specific factors affect their development over time. In modelling research, prior modelling performance and instruction in open modelling problems are assumed to be relevant. Thus, the following research questions are investigated: (1) Do experiences of autonomy and competence predict each other reciprocally over time? (2) Does prior performance predict experiences of autonomy and competence? (3) Does instruction in solving modelling problems with an open initial state influence experiences of autonomy and competence? We conducted an experimental study with N = 295 ninth-grade students. Across five units, the students were taught either open modelling problems (experimental group) or closed real-world problems (control group). Students’ experiences of autonomy and competence were measured at five points during the intervention using questionnaires. A cross-lagged panel model showed that experiences of autonomy positively predicted experiences of competence and vice versa. Prior performance positively predicted experiences of autonomy at two of the five time points but not of competence. Instruction in open modelling problems positively influenced each construct at one of the five time points, which indicates situational fluctuation and emphasizes the importance of the particular teaching situation. The study contributes to theory development by showing the reciprocal nature of basic needs and the central role of prior performance and open modelling problems for promoting experiences of autonomy and competence.