Autonomy-supportive instructions dampen the impairing effects of difficult math exercises on need-based experiences¶

Claim · All claims
Evidence · 1 study · causal r3 · q3
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Under autonomy-supportive instructions the difficult-vs-easy difference in autonomy frustration was absent, while remaining minimal but present for competence satisfaction and competence frustration. → Baten 2020

Evidence¶

Baten 2020¶

Baten, E., Vansteenkiste, M., De Muynck, G., De Poortere, E., Desoete, A. (2020). How Can the Blow of Math Difficulty on Elementary School Children's Motivational, Cognitive and Affective Experiences be Dampened? The Critical Role of Autonomy-Supportive Instructions. Journal of Educational Psychology. Advance online publication. https://doi.org/10.1037/edu0000444

q3 · i? · causal · r3

Simple-effects follow-ups within the autonomy-supportive condition: the difficulty difference in autonomy frustration was absent (p = .999; ηp² = .00), while competence satisfaction (ηp² = .08) and competence frustration (ηp² = .03) differences remained, though minimal.

"Specifically, when the exercises were introduced in an autonomy -supportive way, the 24 difference between the difficult and easy-medium exercises in autonomy frustration was absent 25 22 (p = .999; ηp ² = .00), while being minimal in the case of competence satisfaction (p < .001; ηp ² 1 = .08), and competence frustration (p = .010; ηp ² = .03)."

Discussion¶

Related Claims¶

• Difficult math exercises impair elementary children's motivational, cognitive and affective task experiences relative to easier exercises — related
• Need-based experiences mediate the effects of task difficulty and instructional style on motivational, cognitive, affective and behavioral outcomes — related