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<p>This study examines student participation as a core feature of participatory learning environments and its relationship to autonomy and motivation. Drawing on a nationwide survey of 994 students and 516 secondary teachers in Germany, it analyses three qualities of learner influence—self-determined participation, conditional co-determination, and external determination—across six instructional domains: teaching content, learning goals, methods, social interactions, assessment criteria, and test formats. The results show that students report limited self-determined participation and high external determination, whereas teachers perceive students as having greater opportunities for conditional co-determination and less externally imposed control. Structural equation models confirm that perceived autonomy mediates the relationship between participation and both intrinsic and extrinsic motivation. Moreover, autonomy-supportive teacher behavior fosters participatory practices, while systemic barriers constrain them. Empirically mapping these perceived opportunities for influence provides a crucial foundation for understanding the existing scope and limitations of participation in educational settings, underscoring that calls for responsibility and self-determination must be matched by genuine opportunities to influence the conditions under which learning takes place.</p>

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Participatory learning environments: student and teacher perspectives on classroom decision-making

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年4月2日

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  • Tobias Kärner,
  • Michael Jüttler,
  • Matthias Bottling,
  • Julia K. Weiß

摘要

This study examines student participation as a core feature of participatory learning environments and its relationship to autonomy and motivation. Drawing on a nationwide survey of 994 students and 516 secondary teachers in Germany, it analyses three qualities of learner influence—self-determined participation, conditional co-determination, and external determination—across six instructional domains: teaching content, learning goals, methods, social interactions, assessment criteria, and test formats. The results show that students report limited self-determined participation and high external determination, whereas teachers perceive students as having greater opportunities for conditional co-determination and less externally imposed control. Structural equation models confirm that perceived autonomy mediates the relationship between participation and both intrinsic and extrinsic motivation. Moreover, autonomy-supportive teacher behavior fosters participatory practices, while systemic barriers constrain them. Empirically mapping these perceived opportunities for influence provides a crucial foundation for understanding the existing scope and limitations of participation in educational settings, underscoring that calls for responsibility and self-determination must be matched by genuine opportunities to influence the conditions under which learning takes place.