Research has shown that in a functioning ecosystem each species, no matter how small, has an important role to play. Therefore environmental indicators are chosen and monitored to learn more how changes in particular ecosystem parameters may have a long term impact on biodiversity or ecosystem functions. Butterflies are increasingly recognized as valuable environmental indicators because many species have a rather fast life cycle and some show a repaid and sensitive response to subtle habitat or climate changes. In addition many diurnal butterflies are quite easy to identify and they are most popular with the general public as they are not only pretty but mostly do not harm humans. The latter led to a couple of initiatives engaging the public in monitoring butterflies. As a result these collaborative projects are very successful in collecting data covering large areas. Research has shown that public participation in scientific research (PPSR) are most likely to contribute to “awareness, knowledge, and/or understanding of key-scientific concepts related to the study at hand. They increase public engagement in scientific activities in the area at which PPSR projects excel and are excellent for developing science related skills“(Haywood, 2014, p.12). Thus PPSRs have a great potential to not only help scientists to generate high numbers of data, but also contribute to laypersons´ individual development. While many studies report on positive effects, others failed to “demonstrate statistically significant changes in attitudes toward science and the environment ... behaviors … or knowledge about science concepts or the scientific process …. These studies also highlight that the context in which an individual engages in informal science research has substantial implications for the long-term impacts of such engagement“(ibid, p.68). The CAISE Report on Public Participation in Scientific Research published in 2009 argues that there is a need for “significant research into motivations for members of the public to understand and participate in (scientific) research” (Haywood, 2014, p.48). Laypersons engaging in monitoring activities usually join these projects voluntary presumably because they are intrinsically motivated to do so. However this study reports on a monitoring project that aimed for encouraging young people to participate in ecological research even if this might not be their first choice right from the start. Ryan and Deci (2000) state: “To be motivated means to be moved to do something. A person who feels no impetus or inspiration to act is thus characterized as unmotivated”. However, motivation is not a unitary phenomenon but shows various shapes and characteristics that have been studied and discussed in great detail amongst scholars for decades already. While intrinsic and extrinsic types of motivations have been widely studied, this work will focus on intrinsic motivation because intrinsic motivation “has emerged as an important phenomenon for educators as it results in high-quality learning and creativity” [ibid, p 55]. The bottom line resulting from Deci and Ryan’s assumptions about intrinsic motivation development is that “experiencing feelings of competence alone will not enhance intrinsic motivation unless they are accompanied with a sense of autonomy” [ibid, p 59). In addition not only the school or project work but the home environment may facilitate or forestall the development of intrinsic motivation. We assume that understanding factors that promote intrinsic motivation development in students has the potential to improve student performance and long-term engagement in long term activities. Thus it is important to find out whether and how student’s intrinsic and extrinsic motivation to engage in butterfly monitoring develops in course of their first year of participation and which project specific factors might be crucial to support continuous student engagement.

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