This study examines whether teachers are able to apply the principles of autonomy support and structure support in designing digital problem based learning (PBL) tasks. We examine whether these tasks are more autonomy- and structure-supportive and whether primary and secondary school students experience greater autonomy, competence, and motivation…

Examines problem-based small-group discussions and describes a study conducted in The Netherlands that investigated the thoughts of students, both content-related and non-task related, through a thought sampling method. Highlights include categories of students' thoughts; validity measures; and results of student questionnaires. (LRW)