Instructional practices aligned to the Belonging MDP were associated with significant declines in students' perceptions that science required too much effort or threatened self-esteem¶
Claim · All claims
Evidence · 1 study · designr3·q2
Currency · newest study 2023 · checked against its sources 2026-10-17 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Instructional practices aligned to the Belonging MDP were associated with significant declines in students' perceptions that studying science required too much effort and was too threatening to self-esteem. → Harris 2023
Evidence¶
Harris 2023¶
Harris, C.J., Schmidt, J.A., Linnenbrink-Garcia, L., Marchand, G.C., Cabrera, L., McKinney, D., & Liu, P. (2023). Equipping science teachers to support student motivation in NGSS classrooms: Insights from the Development of the M-PLANS program. San Francisco, CA: WestEd. https://eric.ed.gov/?id=ED638504
q2 · i? · design · r3
Development-phase analyses of student survey data from M-PLANS classrooms; the report describes an association between Belonging-aligned practices and "significant declines" in effort and self-esteem-threat perceptions, with no effect size printed.
"instructional practices aligned to the Belonging MDP were associated with significant declines in students’ perception that studying science required too much effort and was too threatening to one’s self-esteem."
Discussion¶
Related Claims¶
- Belonging Interventions Improve Outcomes — the general claim this finding bears on, with the studies behind it
- Video analysis showed teachers enacted the same MDP in different ways and situations, while perceiving barriers to consistent implementation — related
- Cooperation compared with individualistic efforts typically results in higher achievement, greater retention, and greater social competence and self-esteem — related
- A brief values-affirmation writing exercise raised African American seventh-graders' grades in two small field experiments, but a large same-district replication found no effect — related
- Students' perceptions of motivationally supportive instruction were associated with higher positive motivational beliefs — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
belonging-mdp-reduces-effort-and-threat-perceptions |
title |
Instructional practices aligned to the Belonging MDP were associated with significant declines in students' perceptions that science required too much effort or threatened self-esteem |
description |
Instructional practices aligned to the Belonging MDP were associated with significant declines in students' perceptions that science required too much effort or threatened self-esteem |
status |
review |
evidence_strength |
weak |
newest_evidence |
2023 |
source_checked |
2026-10-17 |
generated |
by process:wiki-ingest on 2026-10-09 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — harris-2023 |
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