The autonomy-supportive intervention program successfully changed teachers' instructional behavior, confirmed by both rater-scored and student-perceived manipulation checks¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3 · i2–i3
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Raters scored experimental-group teachers as enacting more autonomy-supportive instructional behaviors than control-group teachers (d = 2.13). → Sung Hyeon Cheon 2019 q3 i2 Student-perceived autonomy support increased significantly in the experimental group from T1 to T2 (d_IGPP-RAW = 0.62) while remaining unchanged in the control group. → 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 · r?

Manipulation check: pairs of trained raters, blind to condition, scored five autonomy-supportive instructional behaviors on a 1-7 scale (5-item α = .95); the two raters' ratings correlated r = .70 to .87.

"Raters scored teachers in the experimental group as enacting more autonomy-supportive instructional behaviors than did the teachers in the control group (Ms, 5.51 vs. 4.23), t(35) = 6.30, p < .001, d = 2.13."

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 of student-perceived autonomy support (LCQ, α = .90-.93): significant interaction, t(5,299) = 19.10, p < .001 (d_IGPP-RAW = 0.62), controlling for gender and grade level.

"Perceived autonomy-supportive teaching increased significantly for students of teachers in the experimental group from T1 to T2 (Ms = 4.70 vs. 5.37), Δ = +0.67, t = 25.13, p < .001 (d = 0.66), while it remained unchanged for students of teachers in the control group from T1 to T2 (Ms = 4.72 vs. 4.75), Δ = +0.03, t = 1.12, p = .263 (d = 0.04)."

Discussion¶

Related Claims¶

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