An autonomy-supportive teaching intervention decreased students' autonomy dissatisfaction and frustration and increased autonomy satisfaction, while control-group dissatisfaction rose over the semester¶

Claim · All claims
Evidence · 1 study (3 entries) · causal r2 · q3 · i1–i2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 The condition × time interaction for autonomy dissatisfaction was significant (d_IGPP-RAW = 0.38): dissatisfaction decreased in the experimental group and increased in the control group. → Sung Hyeon Cheon 2019 q3 i2 The condition × time interaction for autonomy satisfaction was significant (d_IGPP-RAW = 0.77), with satisfaction rising in the experimental group and falling modestly in the control group. → Sung Hyeon Cheon 2019 (2) q3 i1 The condition × time interaction for autonomy frustration was significant (d_IGPP-RAW = 0.46), with frustration decreasing in the experimental group and increasing in the control group. → Sung Hyeon Cheon 2019 (3)

Evidence¶

Sung Hyeon Cheon 2019¶

Sung Hyeon Cheon, Johnmarshall Reeve, Youngsun Lee, Nikos Ntoumanis, Nicolas Gillet, Bo Ram Kim, Yong-Gwan Song. (2019). Expanding Autonomy Psychological Need States from Two (Satisfaction, Frustration) to Three (Dissatisfaction): A Classroom-Based Intervention Study. Journal of Educational Psychology, 111(4), 685-702. https://doi.org/10.1037/edu0000306

q3 · i1 · causal · r2

Multilevel analysis of the semester-long intervention with 2,669 students nested in 37 teachers, controlling for gender and grade level. The condition × time interaction for dissatisfaction was significant, t(5,299) = 8.27, p < .001 (d_IGPP-RAW = 0.38).

"Autonomy dissatisfaction decreased significantly for students of teachers in the experimental group from T1 to T2 (Ms = 2.53 vs. 2.21), Δ = -0.32, t = 10.75, p < .001 (d = 0.29), while it increased significantly (though modestly) for students of teachers in the control group from T1 to T2 (Ms = 2.57 vs. 2.65), Δ = +0.08, t = 2.45, p = .014 (d = 0.08)."

Sung Hyeon Cheon 2019 (2)¶

Sung Hyeon Cheon, Johnmarshall Reeve, Youngsun Lee, Nikos Ntoumanis, Nicolas Gillet, Bo Ram Kim, Yong-Gwan Song. (2019). Expanding Autonomy Psychological Need States from Two (Satisfaction, Frustration) to Three (Dissatisfaction): A Classroom-Based Intervention Study. Journal of Educational Psychology, 111(4), 685-702. https://doi.org/10.1037/edu0000306

q3 · i2 · causal · r2

Multilevel condition × time test for autonomy satisfaction: significant interaction, t(5,299) = 18.70, p < .001 (d_IGPP-RAW = 0.77), with the reported within-group changes for experimental and control students.

"Autonomy satisfaction increased significantly for students of teachers in the experimental group from T1 to T2 (Ms = 4.75 vs. 5.34), Δ = +0.69, t = 25.26, p < .001 (d = 0.70), while it decreased significantly (though modestly) for students of teachers in the control group from T1 to T2 (Ms = 4.86 vs. 4.80), Δ = -0.06, t = 2.20, p = .028 (d = 0.06)."

Sung Hyeon Cheon 2019 (3)¶

Sung Hyeon Cheon, Johnmarshall Reeve, Youngsun Lee, Nikos Ntoumanis, Nicolas Gillet, Bo Ram Kim, Yong-Gwan Song. (2019). Expanding Autonomy Psychological Need States from Two (Satisfaction, Frustration) to Three (Dissatisfaction): A Classroom-Based Intervention Study. Journal of Educational Psychology, 111(4), 685-702. https://doi.org/10.1037/edu0000306

q3 · i1 · causal · r2

Multilevel condition × time test for autonomy frustration: significant interaction, t(5,299) = 9.36, p < .001 (d_IGPP-RAW = 0.46), with the reported within-group changes for the two teacher conditions.

"Autonomy frustration decreased significantly for students of teachers in the experimental group from T1 to T2 (Ms = 3.07 vs. 2.71), Δ = -0.36, t = 13.22, p < .001 (d = 0.36), while it increased significantly for students of teachers in the control group from T1 to T2 (Ms = 3.03 vs. 3.17), Δ = +0.14, t = 4.47, p < .001 (d = 0.13)."

Discussion¶

Related Claims¶

• The autonomy-supportive intervention program increased students' classroom engagement and decreased their disengagement over the semester — related
• Intervention-enabled decreases in autonomy dissatisfaction uniquely predicted decreased end-of-semester disengagement after controlling for autonomy satisfaction and frustration — related
• Students empirically distinguish autonomy dissatisfaction from autonomy satisfaction and autonomy frustration (3-factor ESEM solution) — related