Teaching psychology and research through problem-based learning: Effects on students' psychological needs

被引：0
|
作者：
Clerc, J. [1 ,2 ]
Brasselet, C. [1 ,2 ]
机构：
[1] Univ Lille Nord De France, ESPE Lille Nord De France, F-59000 Lille, France
[2] UDL3, PSITEC EA 4072, Rue Barreau,BP 60149, F-59653 Villeneuve Dascq, France
来源：
PRATIQUES PSYCHOLOGIQUES | 2017年 / 23卷 / 03期
关键词：
CRITICAL THINKING; MOTIVATION; STRATEGIES; FRAMEWORK; HEALTH; SKILLS;
D O I：
10.1016/j.prps.2017.04.002
中图分类号：
B84 [心理学];
学科分类号：
04 ; 0402 ;
摘要：
The purpose of this study is to test the effect of a problem-based learning session (PBL) on the satisfaction of the three psychological needs: autonomy, competence and relatedness. Eighteen French 5th-year senior students in psychology (post-graduating students) participated in a PBL session and in a more conventional course (regular lecture). Following each session, the participants completed a questionnaire evaluating need's satisfaction. The results indicate a positive effect of the PBL on the satisfaction of autonomy, though we observe no difference between both teaching methods for competence and relatedness. Theoretical and practical implications are discussed in the light of the self-determination theory (Deci & Ryan, 2002). (C) 2017 Societe Franyaise de Psychologie. Published by Elsevier Masson SAS. All rights reserved.
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页码：243 / 253
页数：11
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