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Direct linkWijnia, Lisette; Loyens, Sofie M. M.; Derous, Eva – Contemporary Educational Psychology, 2011
This study examines the effects of two learning environments (i.e., problem-based learning [PBL] versus lecture-based [LB] environments) on undergraduates' study motivation. Survey results demonstrated that PBL students scored higher on competence but did not differ from LB students on autonomous motivation. Analyses of focus groups further…
Descriptors: Focus Groups, Problem Based Learning, Student Motivation, Active Learning
