In this article we present a comparative case study of two master courses in
mathematics organised respectively by a university in the UK and in Germany. The
two cases are analysed in terms of the aspects of Autonomy, Mastery and Purpose
which are related to the self-determination theory of Deci and Ryan and its concept
of autonomous motivation. We reveal the differences between the two universities
and consider their influence on the students behaviour and performance. Stronger
features of Autonomy, Mastery and Purpose coincide with positive effects, which is in
accordance with the predictions of self-determination theory. We propose Autonomy,
Mastery and Purpose as a basis for establishing good practice in university teaching
and make some suggestions for practical implementation.
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