An autonomy-supportive intervention in secondary physics classrooms had a positive average impact on all measured motivational and behavioral outcomes¶

Claim · All claims
Evidence · 1 study · causal r? · q3
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Analyzing average treatment effects showed the autonomy-supportive intervention had a positive impact on all outcomes. → Flunger 2019

Evidence¶

Flunger 2019¶

Flunger, B., Mayer, A., & Umbach, N. (2019). Beneficial for Some or for Everyone? Exploring the Effects of an Autonomy-Supportive Intervention in the Real-Life Classroom. Journal of Educational Psychology, vol. 111, no. 2, pp. 210-234. https://doi.org/10.1037/edu0000284

q3 · i? · causal · r?

Randomized experiment with 345 9th-grade students in 17 physics classrooms assigned to experimental or control condition. The study reports that "the autonomy-supportive intervention had a positive impact on all outcomes" using the EffecLiteR approach; no effect sizes are printed in the available text.

"Analyzing average treatment effects revealed that the autonomy-supportive intervention had a positive impact on all outcomes."

Discussion¶

Related Claims¶

• The autonomy-supportive physics unit fostered need satisfaction, positive achievement emotions, and learning behaviors, and reduced negative emotions — a narrower finding that bears on this claim
• Students' prior physics grades moderated the intervention's effects on three outcomes, with higher-grade students reporting greater optional choices, joy, and effort — a narrower finding that bears on this claim
• Teachers' expectations and perceived autonomy-supportive climate are uncorrelated, making climate an unlikely consequence of expectations — related