Autonomy support: a key for understandi...

Scientific literacy is an important prerequisite for societal participation as well as a
basis for a scientific career. Despite the major efforts made to improve science education intrinsic
motivation for learning science is low in many countries and there is a lack of young aspiring
careers in the sciences. According to self-determination theory and stage-environment fit theory
the need for autonomy is a key factor for the development and maintenance of intrinsic motiva-
tion. In the present study we examined differences of regular science classes and science labs
regarding perceived autonomy support, intrinsic motivation, and identified regulation in a sample
of 649 secondary school students. In grades five and six perceived autonomy support and intrin-
sic motivation were high both, in science classes and in science labs. At grades seven and eight
perceived autonomy support and intrinsic motivation were still high in science labs but not in
sciences classes. These results support the assumptions of stage-environment fit theory that the
decline in intrinsic motivation during early adolescence can be countered by enhancing autonomy
support. Furthermore, in science labs there was no gender-gap in intrinsic motivation and identi-
fied regulation.