The autonomy-supportive intervention program increased students' classroom engagement and decreased their disengagement over the semester¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3 · i3 large
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 The condition × time interaction for student-reported engagement was significant (d_IGPP-RAW = 0.98): engagement rose in the experimental group (d = 0.94) and was unchanged in the control group. → Sung Hyeon Cheon 2019 q3 i3 Objective raters scored students of experimental-group teachers as showing greater collective classroom engagement than students of control-group teachers (d = 1.35). → Sung Hyeon Cheon 2019 (2)

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 · i3 · causal · r2

Multilevel analysis of student-reported engagement from T1 (week 1) to T3 (week 19), controlling for gender and grade level; the condition × time interaction was significant, t(5,299) = 22.16, p < .001 (d_IGPP-RAW = 0.98).

"Engagement increased significantly for students of teachers in the experimental group from T1 to T3 (Ms = 4.48 vs. 5.27), Δ = +0.79, t = 32.08, p < .001 (d = 0.94), while it remained unchanged for students of teachers in the control group from T1 to T3 (Ms = 4.60 vs. 4.55), Δ = -0.05, t = 1.82, p = .069 (d = 0.05)."

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 · i3 · causal · r2

Objective outcome measure: pairs of trained, condition-blind raters visited classrooms in weeks 10–11 and scored whole-class engagement on the 4-item Engagement Rating Sheet (α = .92); experimental-group classes scored higher (Ms 5.55 vs. 4.71, d = 1.35).

"For rater-scored engagement-disengagement, raters scored students of teachers in the experimental group as displaying greater collective classroom engagement than they scored students of teachers in the control group (Ms, 5.55 vs. 4.71), t(35) = 4.00, p < .001, d = 1.35."

Discussion¶

Related Claims¶

• An autonomy-supportive teaching intervention decreased students' autonomy dissatisfaction and frustration and increased autonomy satisfaction, while control-group dissatisfaction rose over the semester — related
• The autonomy-supportive intervention program successfully changed teachers' instructional behavior, confirmed by both rater-scored and student-perceived manipulation checks — related
• Intervention-enabled decreases in autonomy dissatisfaction uniquely predicted decreased end-of-semester disengagement after controlling for autonomy satisfaction and frustration — related