Imbalanced challenge and support causes novice library learners to give up or remain dependent (authors' asserted relationship)¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q1
Currency · newest study 1996 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because 5 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q1 i? Over-challenging and under-supporting an inexperienced library student leads to giving up or regression, while over-supporting leads to continued dependence on the instructor. → Carder 1996

Evidence¶

Carder 1996¶

Carder, Linda; Pracht, Carl; Willingham, J. Robert. (1996). Using Situational Leadership to Reach the Whole Population. https://eric.ed.gov/?id=ED406998

q1 · i? · theoretical · r2

Theoretical assertion made in the paper's discussion of quadrant-one instruction; the authors offer no empirical data for it, presenting it as practitioner reasoning about the correct balance of challenge and support.

"If the student is over-challenged and under-supported, he or she will give up or regress to earlier coping strategies. If there is too much support and too little challenge, the student will remain dependent on the instructor."

Discussion¶

Learner Variables¶

• Affect Regulation — outcome: instruction changes it

Related Claims¶

• Instruction must be challenging for learning gains, but raising challenge without classroom control and student support harms grades and engagement — the general claim this finding bears on, with the studies behind it
• The quality of feedback students give peers predicts gains in their own work, but no recorded study isolates a causal benefit of the assessor role — related
• Challenging tasks within the child's capability promote maximum cognitive growth, per the account presented — related
• Introducing more challenging work without sufficient supports or attention to students' emotions and learning strategies can lead to frustration, withdrawal, disruption, and less learning — a narrower finding that bears on this claim
• Pursuing unrealistic goals can lead to discouragement and frustration, so goals should balance rigor with realism — a narrower finding that bears on this claim