Outdoor learning experiences can address students’ basic psychological needs and promote self-regulated learningThis study investigated if and to what degree the satisfaction of basic psychological needs (BPN) affected students’ learning motivation. The study focused specifically on three aspects of BPN: autonomy support, the learners’ experience of competence, and relatedness within the peer group and with teachers.
The study group consisted of 281 students from five different lower secondary schools in Germany. Participating students completed a questionnaire consisting of an adapted version of the Basic Psychological Need Satisfaction Scale (BPNS) and an adapted version of the Academic Self-Regulation Questionnaire (SRQ-A), which measures overall motivational behavior in relation to the Self-Determination Index (SDI). The questionnaire also included a word-associative method (WAM) task. For this task, students recorded three words that spontaneously came to their minds in reference to both the indoor and outdoor learning context. These words are referred to as “primary words.” After elaborating on their primary words, students recorded three additional words, referred to as “secondary words.”
Participants completed this questionnaire twice: the first time after a week of regular classroom science learning; the second time, after participating in a 5-6 day science lab experience in a national park. The science lab experience -- referred to as a “research weeks” -- included a two-day expedition. At the second time-point, students also reported on their experiences during the research expedition. Additionally, five students participated in a group interview following their research week. The interview focused on the students’ experiences concerning competence, autonomy support, and relatedness.
A special statistical method – referred to as a “Bayesian probability” – was used to analyze the data. With this method, probability is interpreted as reasonable expectation based on a state of knowledge or quantification of a personal belief. Bayesian reasoning allows the researchers’ perspective to enter into the interpretation of data. The intent of this approach is to complement and prevent misinterpretation of conventional results.
Results showed that students’ basic psychological needs influenced their motivational behavior (i.e., self-regulated learning) in both the indoor and outdoor settings equally, with autonomy- and competence-support having the biggest effect. Their basic needs satisfaction was decisively higher in the outdoor setting. Experiential learning activities – more prevalent outdoors than indoors -- supported the students’ experience of competence and autonomy. There was limited information about students’ experience of “relatedness” for the indoor context, but references to their outdoor experiences were expressed in terms of “co-operation,” “companionship,” and “fun.” A dominant theme in the students’ expressions about nature related to the “unforgettable,” “great,” or “beautiful” aspects of the nature experience.
This study indicates that occasional but regular outdoor learning experiences can encourage students’ interest in science by fostering autonomy, self-perceived competence, and relatedness. Such experiences may also contribute to students’ sustained interest in science and help bridge the gap between science teaching and environmental education.
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