Classroom autonomy-supportive climate moderates teacher expectation effects: significant in low-autonomy-supportive classrooms but not in high ones¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q3 · i2 medium
Currency · newest study 2006 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The product of classroom autonomy-supportive climate and squared teacher expectations significantly predicted students' final perceived competence (p < .05), a cross-level interaction. → David Trouilloud 2006 q3 i2 Teacher expectation effects were significant in low autonomy-supportive classrooms (β = .32, p < .01) but not in high ones (β = -.04, ns). → David Trouilloud 2006 (2)

Evidence¶

David Trouilloud 2006¶

David Trouilloud, Philippe Sarrazin, Pascal Bressoux, Julien Bois. (2006). Relation between teachers’ early expectations and students’ later perceived competence in physical education classes: Autonomy-supportive climate as a moderator. Journal of Educational Psychology, 98, 75-86. https://doi.org/10.1037/0022-0663.98.1.75

q3 · i? · associational · r2

Cross-level interaction tested in model 2 of the multilevel analysis; the deviance statistic decreased (Δ = 32.8 for 4 degrees of freedom, p < .05). Only a p-value is printed for the product term, so no effect size is reported.

"the produc t term (c la ssroom aut onom y -sup por tiv e c l i m ate × squared teacher expectations) s ig n i f i ca nt l y pred i cted students’ f i n a l perce i v ed com petenc e ( p < .05)."

David Trouilloud 2006 (2)¶

David Trouilloud, Philippe Sarrazin, Pascal Bressoux, Julien Bois. (2006). Relation between teachers’ early expectations and students’ later perceived competence in physical education classes: Autonomy-supportive climate as a moderator. Journal of Educational Psychology, 98, 75-86. https://doi.org/10.1037/0022-0663.98.1.75

q3 · i2 · associational · r2

Simple-slopes analysis at one SD above and below the mean of classroom autonomy support in the same longitudinal sample. The article reports "β = .32, p < .01" in low versus "β = -.04, p = ns" in high autonomy-supportive classrooms.

"Re su lts s how that T EE were sig n i f i ca nt i n low ( β = .32 , p < .01) but no t i n h i g h autonom y- suppor ti ve c l i m ate ( β = - .04, p = ns)."

Discussion¶

Related Claims¶

• Students labeled with low teacher expectations reported weaker later perceived competence in low autonomy-supportive classrooms (a correlational moderation) — related
• Teachers' expectations and perceived autonomy-supportive climate are uncorrelated, making climate an unlikely consequence of expectations — related
• Teachers' early expectations predict students' later perceived competence in physical education beyond students' background characteristics — related
• Teacher expectation effects on perceived competence are curvilinear: positive expectations are stronger than negative ones — related
• Classroom membership accounts for 11% of variance in students' perceived competence, justifying multilevel analysis — related