Christianson, R. G., & Fisher, K. M. (1999). Comparison of student learning about diffusion and osmosis in constructivist and traditional classrooms. International Journal of Science Education, 21, 687-698. doi:10.1080/095006999290516

has been cited by the following article:

• TITLE: Creative Learning Setting: Autonomous Self-Regulatory Support as Smoking Prevention

  AUTHORS: Christine S. Hedler, Franz X. Bogner

  KEYWORDS: Autonomous Motivation; Creative Learning Stations; Health Education; Self-Regulation; Smoking Prevention

  JOURNAL NAME: Creative Education, Vol.4 No.2, February 7, 2013

  ABSTRACT: 298 fifth graders’ motivational styles were measured using the Treatment Self-Regulatory Questionnaire prior to and six weeks following a creative student-centred anti-smoking intervention in secondary schools. In this paper we can clearly show that our creative learning setting leads to a significant increase in autonomous motivation and a decrease in controlled motivation. Autonomously motivated pupils had less or no experience with cigarettes. Pupils’ main guesses about when or why young people smoke, are curiosity or being together with others. We conclude that such a short-term preventative intervention with different creative educational methods positively affects pupils’ health self-regulation.