Peer-reviewed research2017–2026 update
A Bayesian Mixed-Methods Analysis of Basic Psychological Needs Satisfaction through Outdoor Learning and Its Influence on Motivational Behavior in Science Class
On a residential science week in a German national park, students felt more competent outdoors, and this appeared to have the biggest impact on their higher intrinsic motivation.
What's new
Between 2014 and 2016, 281 students attended curriculum-based residential 'research weeks' at a Student Science Lab in Berchtesgaden National Park, Germany, built around a two-day research expedition. Students filled in questionnaires before and after on whether their basic psychological needs were met (autonomy, competence and relatedness) and on their motivation. The data were analysed with Bayesian models and supported by qualitative survey methods. Needs satisfaction was clearly higher outdoors than indoors. The rise in students' sense of competence appeared to have the biggest impact on intrinsic motivation, while autonomy and relationships had much less or no influence, and gender did not influence the results.
Why it matters in Aotearoa
For Aotearoa schools running science-focused camps or field trips, this suggests that hands-on tasks where students feel capable may be what drives motivation. It supports making outdoor science an ongoing part of teaching.
Putting it into practice
Design outdoor science tasks so every student completes real hands-on investigations they can succeed at, such as collecting and analysing their own field data.
How strong is the evidence
This is a pre/post study with a moderate sample of 281 students, analysed with Bayesian models and complemented by qualitative data. It took place in one specialised residential setting and relies on self-report measures.
What to read
The results on competence and intrinsic motivation, and the discussion.