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Direct linkSchweder, Sabine; Raufelder, Diana – Learning Environments Research, 2022
An increasing number of German schools have suspended teacher-directed learning (TL) in favor of self-directed learning (SL) modules. We used the broaden-and-build theory and self-determination theory as a theoretical framework to determine whether students in self-directed and teacher-directed learning environments differ in the interplay of…
Descriptors: Psychological Patterns, Foreign Countries, Educational Environment, Learning Strategies
Schweder, Sabine; Raufelder, Diana – Journal of Educational Research, 2021
Using a sample of 787 German students in 6th/7th grades (M[subscript age] = 12.9; SD = 0.70; 53.6% female) latent means of interest, flow experience, and learning strategies (elaboration, control strategies, and persistence) were compared from two contrasting learning contexts [teacher-directed learning (TDL) and making (self-directed learning)],…
Descriptors: Learning Strategies, Context Effect, Secondary School Students, Grade 6
Hoferichter, Frances; Raufelder, Diana; Eid, Michael; Bukowski, William M. – School Psychology International, 2014
This cross-national study investigates the perception of the impact of students' relationships towards teachers and peers on scholastic motivation in a total sample of 1477 seventh and eighth grade German (N?=?1088) and Canadian (N?=?389) secondary school students. By applying Multigroup Confirmatory Latent Class Analysis in Mplus we confirmed…
Descriptors: Interpersonal Competence, Class Size, Foreign Countries, Cross Cultural Studies
